On The Effectiveness Of Teachers’ Questioning In The EFL Middle School Classroom

Classroom questioning is an essential part in foreign language teaching. It is not only an instrument that teachers can achieve their teaching plan but also an important factor that have influence on students’ language input and output. The efficiency of teaching is greatly determined by teachers’ role in class. In second language learning, learners usually can not find out an efficient learning method while teachers are required to help students to communicate in foreign language. Teachers can guide and organize students to take part in teaching activities by questioning. As a result, students can have more chance to exchange information with partners and express their thoughts. Finally, students’ language ability can be greatly improved.Teachers will ask a lot of questions no matter in which level they are. And most of classroom teaching time are spent on the interaction between students and teachers. Many researchers have found that teacher’ questions are not part of effective questioning in the teaching process and teachers’ questioning fail to play its due role in class. In this study, the researcher has carried out the description and analysis of teachers; questioning of junior middle school through the review of literature. In this research, three English teachers in De Lingha NO.5 Middle School and their students are the research object. By means of classroom observation, the random interviews and the students’ questionnaire, the researcher do some research on teachers’ characters in classroom questioning, question types concerned in class, the strategies used by teachers in class and the effectiveness of these strategies. This is a countryside school and because of the lack of teaching instruments the level of English is not very satisfied. By the observation of English classroom, the researcher pays attention to teachers’ behaviors in class and then present some constructive advice.In the conclusion chapter, limitations and areas for further research on teachers’ questioning in junior middle school English classrooms ale identified and discussed. Pedagogical implications ale also proposed.