A Comparative Study Of Teachers’ Questioning Between The Ordinary And Model Senior High School

Question plays a very important role in students’ language learning, and classroom questioning is the most frequently used in teaching. A great number of researches on classroom questioning have been studies not only at home but also around the world. In China, in the context of the new curriculum reform, how to effectively design questions, and lead student to be more enthusiastic to participate in the process of learning English has become an essential aspect in high school teaching. However, the expansion of model senior high school enrollment leads to the decline of students’ quality students in the ordinary senior high school. Thus, to improve the educational quality of the ordinary senior high schools, and change this vicious cycle is extremely impending. The author attempts to study the difference of classroom questioning between the model senior high school and the ordinary senior high school, and find out the best ways to improve the effective questioning of high school English class. The subjects of this research includes six EFL teachers and their classes, which are from two different senior high schools——the senior high school of Nanning Foreign Language School represents the model senior high school and the senior high school of Guangxi Overseas Chinese School represents the ordinary senior high school.The following three questions are designed for the study:1. What is the difference between the model senior high school and the ordinary senior high school teachers’ classroom questioning? 2. What is the difference of beliefs of classroom questioning between two school teachers classroom questioning? 3. What is the difference of students recognition of classroom questioning between two schools?The study discovers that 1. Each teacher in the model senior high school asks more questions than the teacher in ordinary senior high school does.2. The IRE pattern dominates the classes in classroom teaching especially in the model senior high school. The most commonly used way in asking questions is that teacher assigns students to answer and students to answer together. By comparison, there are more voluntary speakers and the students who ask the teacher questions in the model senior high school.3. The rate of display questions is much more obvious than referential one between the two different senior high schools, and used much more by the teachers in the model senior high school.4. The teachers in the model senior high school give more wait-time for students to answer questions.5. Most feedbacks the six teachers give on students’ answers are basically positive. When students’ answers are not comprehensive enough, they will use the strategies of probing or redirecting to guide students or prompting or repeating which helps students to improve their answers especially in the model senior high school. Finally, based on the analysis and comparison of teachers’beliefs and students’ recognition, the author puts forward some suggestions to the improvement of classroom questioning.