| Teacher’s questioning is the focus of language teaching research abroad and at home. And it is also the essential component in English teaching. Students learn systematic English knowledge and skills in English class. During English classroom learning, teacher’s questioning is an indispensable pathway which teacher transmits information and gets teaching and learning feedback. Meanwhile, teacher’s questioning is a vital form of communicating between teacher and students. However,to some extent English classroom anxiety will not only hinder classroom effective learning but also reduce students’ English acquisition level. Furthermore, it will have negative effects on all aspects of English learning. As English foundation of most art majors is weak, impertinent teacher’s questioning will increase their English classroom anxiety. Hence positive meaning of teacher’s questioning cannot come true.The author deeply explores effects of teacher’s questioning on art majors’ English classroom anxiety. The purpose is to form teacher’s questioning suggestions which can decrease art majors’ anxiety. This paper can offer enlightenment for English art majors’ teachers and researchers to improve teachers’ teaching effects and art majors’ learning effects. Based on predecessors’ researches, the main theoretical foundation of this study is the Input Hypothesis, the Affective Filter Hypothesis and Humanist Psychology. The author randomly selects 165 students from four art classes of 2013 and 2014 in Shenyang Normal University and their four English teachers to do the research. The research methods mainly use observation, questionnaire and interview. This paper principally aims at three research questions:1. What is the degree of art majors’ English classroom anxiety?2. Which types of teacher’s questioning can relieve art majors’ English classroom anxiety?3. Aiming at art majors’ English classroom anxiety, what is the most advisable wait-time of teacher’s questioning?This study lasts three months. After analyzing, selecting and trimming the quantitative and qualitative data, the author gets main conclusions as follow:1. In general, the English classroom anxiety of art majors is a middle degree anxiety as a whole. And almost every student has English classroom anxiety.2. As for reducing art majors’ English classroom anxiety, art majors’ English teacher should increase the portion of display question, general question and alternative question. And teacher should decrease the portion of wh-question and particular referred question. Then teacher should keep low level question, echoic question, generic type question, repeated question and self-questioning. And teacher had better use referential question and high level question carefully.3. For general art majors, the proper wait-time of teacher’s questioning is 3-5seconds. If question is too difficult for art majors to answer, wait-time can add 1-2seconds. Art majors’ English teacher should keep in mind that wait-time should not be extended too long or be cut too short, which will both aggrandize art majors’ English classroom anxiety.This study discovers that proper teacher’s questioning can decrease art majors English classroom anxiety. On the contrary, improper teacher’s questioning will increase art majors’ English classroom anxiety. Hence, the paper gives some feasible suggestions for art majors’ English teachers and researchers. And the paper also puts forward further checkout tasks. In art majors’ English classroom, teacher should create more relaxed and harmonious teaching atmosphere. Besides teacher should attract art majors by full positive enthusiasm and stimulate art majors’ learning motivation and potency. In other words, teacher uses positive emotion and proper teacher’s questioning to appeal students. In that way, art majors will spontaneously relive their English classroom anxiety. |
PDF Full Text Request