An Investigation Into The Present Situation Of Questioning And Answering In English Classroom Of Grade One In Senior High Schools

The classroom is the main place for teaching and learning activities as well as the classroom interaction activities between the teacher and the students. Teachers’ questioning is an important medium to stimulate classroom interaction.In recent years, researchers both at home and abroad have conducted a series of studies on classroom questioning from the theoretical and practical aspects. Most of these studies were carried out in the colleges and universities by the college teachers. However, very few researchers have conducted a series of empirical studies on teachers’questioning in senior high schools.Based on the theories of Input Hypothesis, Output Hypothesis and Interaction Hypothesis, the thesis surveys and analyzes the questioning and answering activities of three senior high school English teachers and their students by means of transcription, interviews and questionnaires, trying to solve the following problems: What types of questions are used? How much time do teachers give their students? How do teachers distribute questions? How are questions asked? What strategies are used to modify questions? How do teachers provide feedback?The major findings are as follows:Teachers in Senior One English class ask more display questions than referential questions; There isn’t enough waiting time for students; The questions aren’t fairly distributed; the ways questions are answered aren’t diverse; The types of questioning modification are not advanced; The teachers’ feedbacks are not appropriate.Based on the findings of the research, some suggestions for effectiveness of teacher questioning are put forward, hoping to find effective ways of improving teacher questioning behaviors, to improve the quality of high school English classroom questioning and answering to enhance teachers’professional development.