Questioning Strategies Cases Of Teachers In The High School English Reading Lessons Survey

This study explores three senior high school teachers'use of questioning strategies in a reading course, existing problems and factors that influence their questioning strategies choice, application, and evaluation. Classroom observation methods (e.g., real-time video recording) are used in collecting data on the teachers'question type, distribution of the students questioned, teachers'wait-time and ways of feedback. Based on data analysis, the study arrives at the following main findings:First, many differences lie in the teachers'use of questioning strategies. The major differences are in the question type (e.g., the rate of comprehensive questions and creative questions) as well as the form of teacher feedback (e.g., rectifying and appreciation).Second, data analysis reveals two common problems with these teachers'use of questioning strategies: 1) one-way questioning with most of questions targeted at limited students in the teacher's"action area"; 2) inadequate teacher wait-time given to the students. Besides, all three teachers share the following problems but to a different degree. The problems include the low rate of comprehensive and creative questions, and imbalanced feedback concerning rectifying and appreciation. Among them three, Teacher B's problems are more noticeable, such as the excessive use of questions on facts, inadequate rectifying feedback, and overuse of appreciation.Third, the study finds the factors that have affected the teachers'questioning strategies, such as different teaching beliefs, conflicts between the teaching objectives and time limit, and teachers'lack of guidance in class questioning strategies and research.Based on the above-mentioned findings, implications are drawn for improving senior high school English teachers'questioning strategies and providing necessary teacher training.