Research On The Questioning Effectiveness Of Junior Middle School English Class

Questioning in language classrooms is not only an important source of languageinput, but also a contributing factor of students’ language output, which plays a criticalrole in the way. Questioning is a very important channel for teachers and students tocommunicate and intercourse. Whether class teaching can become an interactive,harmonious and effective course for study or is participated in by the majority of students,largely depends on questioning. Therefore, it can be seen that effective questioningduring English teaching can motivate students’ enthusiasm and stimulate their desire andinterest in study so that students can be put in a state of being high-spirited,attention-concentrated and active-minded. When we overview the research onquestioning in English class, it is obvious that many of the articles focus on the formatwhile pay less attention to the essence and practice. There still exist many questions inthe combination of theories and practice. So the research on questioning effectiveness inEnglish class has the positive practical significance.The research takes Yan’an University Affiliated Middle School as an example, based on the Krashen’s Input and Affective Filter Hypothesis，Swain’s Output Hypothesis andMichael Long’s Interaction Hypothesis. Through the analysis of the current situation ofjunior English classroom questioning, the author tries to discuss the existing problemsand put forward corresponding improvement measures and suggestions. Specifically, theauthor adopted the classroom observations, questionnaires and interviews to get data. Theauthor summarized present situation from different aspects in junior middle school onEnglish classroom questioning.According to the collected data, the findings can be presented as follow:1) Types ofclassroom questioning is reasonable and teachers also think highly of the importance ofopen questions on students’ development.2) Teachers’ questioning amount is appropriate,and good atmosphere makes the students willing to ask questions.3) The distribution ofquestioning is appropriate.4) The waiting time for an answer is reasonable relatively.5)Most of teachers’ feedback is positive, and experienced teachers’ feedback is moretargeted.6) Teachers have different attitudes about questioning, and many teachers do nothave question consciousness.7) Different questioning ability between experiencedteachers and inexperienced teachers can influence the effectiveness of classroom teaching.8) Although there is no clear question consciousness among lower-grades students, theystill think questioning is very important for them.9) Teachers usually ask questionsrandomly without being systematic and scientific.Based on the findings, some suggestions are provided. The suggestions can helpimprove the effectiveness of classroom questioning, thus improve the quality of middleschool classroom English teaching.