An Investigation Of The Situation Of Teacher Questioning In Junior High School English Class

Classroom questioning is always an important means of English classroom teaching, which is used inevery procedure of teaching. It is also the link of bilateral activities between teachers and students. As animportant part of effective teaching, classroom questioning is highly valued by domestic and foreignscholars. Carefully designing and properly using a variety of different types of questions can guide thestudents to think actively, take the initiative to learn, and enable students to participate in classroomcommunication activities. Then it can increase the comprehensible output, promote language acquisitionand ultimately achieve the purpose of improving the effectiveness of teaching. Therefore, investigating andresearching the current situation of classroom questioning in English teaching, developing the advantageand improving the shortage have the extremely vital significance to increase the quality of Englishteaching.On the basis of previous studies, the author randomly chooses six English teachers and150students asthe research subjects in the Affiliated Middle School of Henan Normal University. Classroom observation,interview and questionnaire survey are adopted in this thesis. In the process of data analysis, the authorcompares the statistical results of transcription with the data of the questionnaire, in order to describe thesituation of English teachers’ questioning in junior high school more accurately and increase the reliabilityof this study. The author conducts a deep research on the questioning numbers, questioning types,questioning strategies, waiting time and different ways of feedback, in the hope of providing somesuggestions to the effective questioning in English classroom.The survey result shows that: from the teachers’ point of view, some teachers have unclear purpose forquestioning and lack preparation. In addition, their cognition and comprehension to effective questioning isnot comprehensive and profound, and they lack the whole designing consciousness of effective questioning.If teachers want to realize effective questioning, they should use effective questioning strategies and learnto avoid unnecessary problems in questioning. From the students’ point of view, although studentsgenerally think that questioning can improve their learning and their ability to express, most of them are notactive in answering questions, only waiting for the teacher to ask. Next, the students are not willing to answer the questions, mainly because they don’t know some words or grammar in English expression anddo not know whether the answer is right or wrong. At the same time, students hope that teachers canenhance the guidance to students’ answers to improve students’ skills of solving problems.This study shows that: teachers should change their concepts. They should carry out the “learnercentered” teaching idea and encourage the students to actively participate in the communicative activities.In the process of teaching, teachers should adhere to the principle of fairness, the principle of levels,bilateral principle and the principle of interest. Meanwhile, they should also learn to use effectivequestioning strategies, in order to create a good and authentic language environment for students, promotestudents’ second language acquisition and improve the quality of English teaching.