Research On The Influence Of English Teachers’ Class Questioning On Students’ Production In Junior School

Class questioning is an important procedure for information exchangebetween teachers and students. And it is a main part of teaching, especially, inthe English class. Class questioning can arouse students’ motivation andinitiative, enlighten students’ thinking, promote communications betweenteachers and students. It runs through the teaching from the beginning to theend.As quality-oriented education has been popularized in China, Englishteaching also begins to emphasize students’ comprehensive English abilities,especially the communicative abilities. And the class time is the only chancethat students can be exposed to English, through class questioning, studentscan get more communicative chances. But because the previous conception ofthe examination-oriented education is still rooted in most teachers’ mind, atthe same time, forced by the pressure of examination and limited class time,they ignore the importance of class questioning. And it is not difficult to findthat most students have difficulty in English production. So the teachers’questioning has a great influence on students’ production.In recent years, more and more researchers abroad and home pay moreattention to the class questioning. Although their theoretical and empiricalstudies have gained some achievements, there is still a distance to satisfy therealistic needs of junior school English classes.This research is on the basis of a large number of related studies, underthe guidance of the Principle of Education, Krashen’s Comprehensible InputHypothesis, Affective Filter Hypothesis and Swain’s Output hypothesis,combined with5English teachers’ English teaching practice in junior school,trying to present the current situation of English teachers’ class questioning injunior school by naturalistic inquiry which includes class observations,interviews with teachers and questionnaires for students, and finds theirexisting problems on students’ production promotion through data in percentage terms by the forms and bar charts. Finally, the researcher givessome suggestions for English teachers.This research has five parts in total:Part one: Introduction about the research’s background, significance andobjectives. This part helps readers form a general idea about the wholeresearch.Part two: Literature review and related studies abroad and home. This partis the theoretical and empirical basis for the research.Part three: Design of the research. In this part the researcher introducesthe research hypothesis, subjects, and tools respectively.Part four: Process of research. The researcher presents the collected datafrom class observation, interviews with teachers and questionnaires forstudents, then analyzes them in details. This part shows the current situationof English teachers’ class questioning and the existing problems of theirinfluence on students’ production clearly.Part five: Conclusions. It includes the research’s discoveries andrevelations. Through reviewing the whole research and related theories, theresearcher gives some suggestions for English teachers. Finally, the researchertalks about the limitations of this research and directions for future studies.