A Research Of Lead-in Questioning In New English Lessons In Senior High Schools

Teacher questioning is not only an important part of teacher talk, but also vital for theorganization of the class in classroom teaching. At present most of the studies of teacherquestioning are on strategies and skills or questioning itself. Empirical studies of teacherquestioning in senior high schools are rare, and those from the perspective of cognition orimproving students’ abilities of using the English language in new lessons are rarer. Based onConstructivism, Theory of Speech Act and IRF, the thesis, which is an empirical study ofteacher questioning in new English lessons in senior high schools, verifies the influences ofthe grades the teachers teach in and the titles of technical posts of them and makes somecomments and suggestions on teacher questioning in new English lessons in senior highschools.The study which mainly applies the combination of theoretical and empirical approaches,employing data studies, recording and transcription of classroom observations and otherresearch methods, studies the teacher questioning in new English lessons of the9teachersfrom3senior high schools in Zhangzhou on the aspects of the quantities, types and feedback.The findings indicated that:(1) Teachers who teach in Senior Grade One and Grade Two ask more questions thanthose who teach in Senior Grade Three, junior professional teachers and intermediateprofessional teachers ask more questions than senior professional teachers.(2) Teachers who teach in Grade One and Grade Two ask larger ratio of displayquestions than those who teach in Grade Three, junior professional teachers and intermediateprofessional teachers ask larger ratio of display questions than senior professional teachers.(3) Teachers who teach in Grade Three give larger ratio of positive feedback than thosewho teach in Grade One and Grade Two, senior professional teachers give more positivefeedback than junior professional teachers and intermediate professional teachers.