A Survey Of The Effect English Teacher’s Questioning On The Learning Affect Of Students In Senior High School

Teaching is the combination of teachers’ teaching and learning, teachers’ discourse is the most important carrier in the process of teaching. Moreover, questioning is a most important part of teaching discourse and classroom teaching.Besides, it is an important method to achieve teaching goals. Therefore, it is very necessary to research teaching behavior. The purpose of this study is to explore the questioning strategies that really let students play his/her important role in the teaching and inspire students’ positive emotions on the basis of English classroom questioning status and to analysis the impact on students’ learning affect, which in order to improve quality and efficiency of English classroom teaching in model senior high school.The theoretical basis of this study is the Affective Filter Hypothesis and the object of this study is teacher questioning behavior in model senior high school. The author observed the four teachers in the NO.1 middle school of Xingtai, Hebei Province and made a questionnaire to 300 students of the four teachers, then randomly selected 20 students and these four teachers to do interview. Finally, this study made a deep analysis using SPSS17.0 and EXCEL 2003 according to the data of classroom observation and questionnaire.The study finds that display questions are more than referential questions in teachers’ classroom questioning, which cannot meet the students’ demands. Students with high scores are not willing to answer and students with low scores reluctant to answer, which lead to the results of students have no interest in English classes; the type of classroom questioning are mainly one students picked up to answer and students answer together. Neither teachers encourage volunteers nor concern about students who cannot initiatively answer, which lead to the result of more and more students do not participate in activities; wait-time is too short to meet the requirement, which weakened enthusiasm of students participating in classroom activities; teachers can usually make positive feedback in terms of teacher’s feedback, but the form is single, and the function of feedback is not exert. In a word, there are some problems in teacher’s questioning behavior and it exactly has effect on the learner’s affect according to the author’s survey.Finally, this study further explored questioning strategies to improve the situation of student’s learning affect based on those findings, and indicate the limitations of this study.