| Questioning, a main element of teacher talk, is one of the most frequentlyadopted teaching strategies. For years, teacher questioning has attracted manyresearchers’ attention in foreign countries. However, related studies on teacherquestioning have not started until the late1990s in China.In order to study the general characteristics of questioning of outstanding highschool English teachers and the questioning strategies they employ to carry outclassroom interaction, this thesis adopts descriptive analysis with a case study. Theauthor transcribes the videos of four outstanding English classes to the texts. Thisthesis is based on the theories of Input Hypothesis, Output Hypothesis and InteractionHypothesis and studies questioning from the view of classroom interaction. Thesubjects are four outstanding high school English teachers chosen from the17teachers who participates in the8thNational Senior Middle School English Model&Presentation Lesson Competition which was held in Wuhan in November,2012. Theauthor analyzes classroom questioning from the following aspects: question types, theforms of responding, wait-time and teacher feedback. The findings are summarized asfollows:1) The teachers in the study ask more referential questions than display questions.2) As for the responding forms, volunteering is the most frequent way andnominating is the second choice.3) The average post-question wait-time is3.8seconds.4) The four teachers have a preference for positive feedback.5) The four teachers adopt different questioning strategies flexibly and repetition isthe most frequently employed strategy.This study also provides some useful teacher questioning and pedagogicalimplications to promote classroom interactions and finally improve the quality ofclassroom teaching. |
