The Study On How To Construct Effective Questioning In High School English Classroom

Classroom discourse is an important aspect of foreign language teachingresearch. The questioning accounts for a very large proportion of classroomdiscourse, which is one of the main teaching strategies. And the most commonand most important form used by teachers and students in the classroominteraction. Questioning not only provides an important source for studentsinputting language, but also provides opportunities for students outputtinglanguage, which promote the interaction and communication between teachersand students, and even between students and students in classroom. Classroomquestioning as an effective classroom activity has become an effective meansof promoting the teaching of teacher-student interaction.Over the years, teacher questioning has been a focus of languageteaching research, and a lot of researchers have discussed and made researchesfrom different angles. On the basis of previous research achievements, theauthor discusses how to ask questions in order to promote English classroominteraction and improve students’ learning ability. The following are theresearch questions of this thesis.①What is the status of questioning in highschool English classroom?②What are the reasons why the validity ofquestioning in high school English classroom is missing?③How to constructeffective English classroom questioning? The author makes an investigationfor the English classes which are Grade two in Sino-Canada High School inSuzhou City by means of classroom observation, questionnaires and interviews.By the research, the author finds that most of teachers ask more displayquestions，while referential questions and evaluation questions are fewer.When teachers raise a question, they do not leave enough wait-time. Afterstudents answering questions, teachers do not provide appropriate evaluationor feedback to students. By survey and analysis, the author finds that thereasons why the validity of high school English classroom questioning ismissing are following. Most of teachers put the teaching of vocabulary andgrammar into positions of supremacy, and there is imbalance between thetypes of questions. In addition, majority of teachers cannot make appropriatefeedback after students answering questions. At last, the author puts forwardthe principles to build effective English classroom questioning, includingscientific principle, comprehensive principle, interest principle and artisticprinciple. About the approaches to optimizing classroom questioning, theauthor makes the following suggestions, including controlling the wait-timeflexibly, providing proper feedback to student, concerning students’ emotionalfactors and using emotional evaluation, positive view of the classroom errorcorrection, and teacher training.This paper will help English teachers improve questioning techniques,improve the validity of classroom questioning, so that English teaching getsprogress in the atmosphere of teacher-student interaction and mutualimprovement. However, some limitations still exist in this paper. For example, the data collection isn’t too much sufficient, and the study is carried out onlyin grade two in a high school.