A Study Of Status Quo And Strategies On Teacher Questioning In English Reading Class Of Senior High School

Reading teaching has always been an important part in senior English courses. With the further development of education reform, how to improve students’reading abilities and their practical capabilities in reading teaching is under more and more attention. The teacher talk in class serves not only as the primary means of teaching reading, but also as an important source of students’language input. The teacher questioning stands a vital position in teacher talk and is a most commonly used means of English reading teaching to link and enrich teaching activities. The questions types, the questioning methods, questioning strategies and so on are directly related to the effectiveness of reading teaching and the construction of the relationship between teachers and students. Therefore, to study the current status quo of teacher questioning in senior high school is of great empirical significance, which aims to make best use of the advantages and bypass the disadvantages as well as improve students’good learning habits and strategies.Three English teachers and three classes of students in senior grade one in a key high school of Ganzhou were observed as research subjects, and literature review, observation, questionnaire and interview were used in this research. Based on the literature review on questioning and the English classroom questioning observation scale, three units of reading class by the three English were observed and some problems and deficiencies were found in English reading classes. Interviews to teachers and questionnaires to students were implemented to explore the reasons behind the phenomena and to realize their needs and confusions in order to put forward some suggestions. Based on the above, conclusions are the followings:1) Unbalanced proportions of question types for display questions are much more than referential questions;2) Simple questioning methods of teachers for chorus answering and nominating are applied quite often and sometimes with insufficiently prepared questions;3) The allocation of waiting time is unequal for sometimes too long for some questions in pre-reading stage and teachers’feedback is simple and random. 4) Volunteering is not frequently seen in class which needs teachers’more efforts.Accordingly, this paper puts forwards some suggestions and improvements to optimize the effect of English reading class and to improve students’reading abilities from the perspective of questioning design, questioning aim, questioning type, questioning strategies, feedback strategies and so on.