Investigation Of The Teacher’s Questioning In English Class Of Primary School

Classroom questioning is always an important means of English classroom teaching, which is used in every procedure of classroom teaching. It is also the link of bilateral activities between teachers and students. Scholars at home and abroad attach great importance to classroom questioning. Carefully preparing and properly using different kinds of questioning strategy can make the students think and learn actively, and enable the students to take part in classroom communication. Thus, it can increase the students’ language output, stimulate language acquisition and ultimately improve the teaching effectiveness. Therefore, it has great significance to investigate the current situation of English classroom questioning.This study subjects are six English teachers and 230 students of Xiu yan primary school in Zichang, Shaanxi. The research deals with English classroom questioning in primary school through questionnaire and interview. The software SPSS(17.00) is used to do data statistical analysis.The research results are as follows:(1) In general, the students’ attitude toward classroom questioning is positive, the students are more willing to be asked to answer questions proposed by the teacher, rather than take the initiative to answer the question; Teacher questioning types are relatively singular, the hierarchy is not obvious, most of the questions are low-level questions and recalling questions; most of the teachers’ questions are available to all students, only a small part of the teachers are likely to call the high-mark students or choose the students who actively put up their hands.(2) Teachers often spare students certain time after proposing a question, but the waiting-time is relatively short which generally controls in 3 seconds. For the difficult questions, the teacher may leave them a little longer time; in classroom teaching, teachers often adopt the strategy of repeating, they seldom use the strategies of probing, redirecting, paraphrasing and other strategy.(3) When the students answer the question correctly, the teacher tend to use simple positive feedback; When students answer the question incorrectly, teachers inclined to immediately correct students’ errors, and announce the correct answer. The chances are very few that the students initiative to ask questions in class.The suggestions that this study have on the primary school English teachers’ classroom questioning are as follows: 1) teachers should make clear the purpose of questioning. A clear purpose is the prerequisite for the success or failure of classroom questioning. Questioning with a definite object can better achieve the purpose of teaching. 2) Teachers should change their teaching idea, genuinely put the “students-centered” teaching idea in to practice and encourage the students to put forward questions actively. 3) Teachers should improve their own abilities of questioning strategies, and avoid using a single questioning strategy. Timely and appropriate feedback can enhance the students’ learning motivation and stimulate their desire to participate in the classroom interaction. Teachers should give more positive feedback, more praise and more encouragement to students’ answer. 4)teachers should continuously improve the questioning behavior and the teaching efficiency. in order to deepen students’ understanding and cause more oral output, the teacher should fully design questions and make full use of various question types.