An Investigation On English Classroom Question

As an important component of teacher talk and classroom interaction,classroom question plays a necessary role in senior high school English classroom teaching. Classroom question is not only the essential source of the students’ input,but also the active factor of the students’ output. Besides, it can obtain the feedback information of teaching, stimulate the thinking of students and develop the intercourse competence of students to wield language. Therefore, classroom question is always the key research of English teaching. But nowadays, teachers in senior middle school only “feed “ the students and the students in classroom are only quiet passive receivers. As a result, classroom question can’t function well.This thesis tries to investigate teacher questioning in English classroom teaching in senior high school. Based on the Krashen’s Input Hypothesis and Swain’s Output Hypothesis, the thesis tries to find out the present situation of classroom question in senior high school and the problems existing in classroom question by the means of transcription, questionnaires and interview. The investigation intends to find out the answer to following questions:First, what are the types of classroom question in senior high school English classes?Second, what are the strategies of classroom question in senior high school English classes?Third, what is the distribution of classroom question in senior high school English classes?Fourth, what evaluation and feedback do teachers provide to students’ answer in senior high school English classes?The main results are as follows:First, the type of classroom question is unbalanced. There are moredisplay questions than referential questions. Display questions usually produce of less complexity sentence structure, mostly answers on word/phrase level and the students will use more complex sentences to answer referential questions.Second, there is no balance among all the questioning strategies.Teachers can not properly use the right strategy to ask a question.Third, teachers can’t give each student a fair chance to answer question.Fourth, the feedback of classroom question is not adequate. There are more positive feedbacks than negative feedbacks provided by the subjects.