The Comparative Study Of Classroom Questioning Between Expert Teachers And Novice Teachers In Junior High School English Language Teaching

Questioning is the most effective tool in guiding learners’ cognitive activities inclassroom teaching. The study of questioning consists of many components such as theclassifications of questioning, questioning strategies, distribution of questioning, theefficiency of questioning and feedback, etc. Research related with questioning homeand abroad mainly focuses on the situation of classroom questioning in universities andsenior high schools. Given to this circumstance, in this research, investigator researchedthe difference between expert teachers and novice teachers in terms of questioningclassification, questioning strategies and wait time in junior high school Englisheducation in order to provide feasible suggestions for the promotion of their abilities ofclassroom questioning.This study was conducted in a private middle school in Chengdu, in which twoexpert teachers and two novice teachers in junior high period were selected asparticipants. With audio-recording, interview and questionnaire as the researchinstruments, the data was analyzed and explained as below.Results of this research revealed that there is significant difference betweenexpert teachers and novice teachers in terms of questioning types. Expert teachers usedmore analyzing, evaluating and creating questions than novice teachers did. Fromperspective of questioning strategies, there is also significant difference between expertteachers and novice teachers. Expert teachers adopted far more questioning strategiesthan novice teachers did, and expert teachers also use various strategies instead of focus on one or two types. As for the wait time, there is no significant difference betweenexpert teachers and novice teachers in terms of the average length of wait time. Averagelength of wait time of each teacher is very short.Therefore, researcher suggests teachers improve their classroom questioning inthe following ways: novice teachers should increase the portion of analyzing, evaluatingand creating questions; novice teachers should increase the amount of questioningstrategies and they should adopt various strategies instead of focus on one or two types;at last, novice teachers and expert teachers should extend the length of wait time, givestudents more time to understand questions and improve their answers.