Astudy On Correlation Between Teacher Questioning And Student Questioning In College English Classroom

In the field of second language acquisition, questioning is a very important means ofclassroom interaction. In recent years, questioning in English classroom has attracted muchattention of experts and scholars. Although considerable studies have been done on teacherquestioning, little attention has been given to students questioning, and less to the relationshipbetween the two. Therefore, based on the input, output and interaction hypothesis in secondlanguage acquisition, the study focus on a few research questions as follows: in the Englishclass observed, what is the present situation of teacher questioning and students questioningrespectively? What is the correlation between the two and how to improve it so as to promotethe classroom interaction? To serve the purpose of the study, some pedagogical measures aretaken, for example, conveying the meaning of questioning and some language learning theoryknowledge to students to change students’ beliefs about questioning and language learning,creating a harmonious and welcome classroom environment and modifying the types and wayof teacher questioning to improve student questioning and teacher questioning. The study isconducted by using questionnaires, classroom observation and interview, and the conclusionare as follows:(1) There is a certain gap between the current situation of teacher questioningand students’ expectation.(2) The students’ questioning behaviour is affected heavily by theirpsychological factors, their learning habits as well as the type, the way of questions asked bythe teacher and the teacher’s feedback.(3) Under the teacher’s guidance, the change ofstudents’ classroom questioning behaviour mainly reflects in the increase of studentquestioning frequency, change in student question types and improvement of student questionquality. In addition, the student’s attitude to the classroom questioning also has the positivechange.(4) The teacher’s questioning behaviour is also affected by students’ questioningbehaviour, the improvement of the students’ questioning behaviour can arouse teachers’ motivation of asking more questions and doing more interaction. The active classroomatmosphere is made and the teaching effects get promoted. Therefore, there is a correlationbetween teacher questioning and student questioning, and they affect the classroominteraction together.This thesis also provides a detailed construction of how the study is planned and carriedout and concludes with some pedagogical implications for college English teaching andsuggestions for future study.