| Classroom questioning is an efficient teaching tactic and an essential part in classroomteaching as well. In order to achieve the teaching goals, English teachers in secondaryvocational schools may impart knowledge, cultivate students’ abilities and promote students’development through classroom questioning. Asking proper questions in class can not onlyconsolidate students’ knowledge, arouse students’ interest in studying, inspire students’thinking and develop students’ oral communication ability, but also help teachers to find outthe problems in students so as to solve them in time. Therefore it is necessary to research onthe strategies in English teachers’ classroom questioning in secondary vocational schools toimprove English teaching in secondary vocational schools.Based on the Interaction Theory Between Teachers and Students and Zone of ProximalDevelopment Theory, by reviewing the relevant literature at home and abroad, this researchaims to find out the current status of English teachers’ classroom questioning and theproblems existing in questioning skills in secondary vocational schools by means ofclassroom observations, questionnaires and interviews conducted among several teachersfrom Loudi College of Vocation and Technology. Through analyzing the problems existing inclassroom questioning with quantitative and qualitative methods, some problems existing inclassroom questioning are found out: English teachers often ask a large amount of questionswith little efficiency; they can not provide equal allocation of questions and adequatefeedback to students and they use obscure words and can hardly wait for students to answerquestions when questioning. With the purpose of providing positive and useful reference forthe English teachers in secondary vocational schools to teach English efficiently, somefeasible strategies such as designing strategy, controlling strategy, instructing strategy andevaluating strategy are put forward in this research. |
PDF Full Text Request