A Study Of Teachers' Questioning Behavior In The English Class In The Vocational School

In China,the native tongue is Chinese, and English is a second language in secondary schools. For the students in secondary schools English classes are still the main sites for the students to use English to communicate with each other. Class is the major site for students acquiring the second language. Therefore, as an important source of language, teachers'classroom discourse plays an important role on students'language learning. Teacher's questioning as an important part of the teacher's talk is the most common means of classroom teaching. That is, teachers'questioning can lead students to participate in the learning process, and also inspire students to give their unique idea, therefore, teacher'classroom questioning has always been the focus of language teaching. Using classroom observation , interviews and questionnaire method, the study attempts to analyse the teachers'classroom questioning on qualitative and quantitative. The study is made in a vocational school and centers on English class teachers'questioning usage from the types of questions, the ways of quesioning, wait-time, distribution of teachers'questions and the teacher's feedback. The study has confirmed the importance of using the teachers'questioning properly and pointed out the problems of present teaching classroom questioning usage, and discuss how to take full advantage of teachers'classroom questioning as a means to promote vocational school English classes.This paper includes the following parts:The introduction part, consisting of the background of the study, purpose of the research, and the value of the paper.The first part is the literature review of English classroom questioning. There is a brief introduction of the English classroom questioning theories, consisting of the concepts of classroom questioning and relative theories, the aim and function of classroom questioning and the previous studies of teacher classroom questioning both at home and abroad.The second part is the design of the study, including the subjects and methodology of the study.The third part is the research part. According to the procedures of data collection and analysis, the author makes an investigation of a vocational school English classroom questioning situation and then analyses the transcription, to find out how teacher classroom questioning influences learners'English acquisition.In the fourth part, the author summarizes the main problems of English classroom questioning in vocational schools, and tries to give some implications of the study.The fifth part is the results of the research.