A Study On Classroom Questioning Of Excellent English Teachers In Junior Middle School

Classroom questioning is an essential component of classroom teaching which acts as a bridge that can interact both the teachers and the students into the classroom activities. Classroom questioning is also an important and effective interaction strategy which is mainly used by teachers to communicate with the students, and at the same time, teachers can observe the accomplishment of the teaching objectives. Therefore, classroom questioning plays an important role in classroom teaching. Effective English classroom questioning can stimulate students’ great enthusiasm towards English learning and encourage them to take more active part in the classroom activities, so making a study on English classroom questioning has great practical significance.This thesis takes the eight videos which are chosen randomly of the Tenth National Junior Middle School English Teaching Demonstration Classes as study samples which mainly focuses on the six aspects of classroom questioning, the types of questioning, the wait-time of questioning, the distribution of questioning, the answering ways of questioning, the skills of questioning and the feedbacks. The thesis tries to find out the characteristics of the classroom questioning of the excellent English teachers in junior middle school. By observing the videos of the demonstration classes, the thesis points out the following findings: 1) In junior middle school excellent English teachers’ classes, display questions are used more frequently than reference questions. 2)In junior middle school excellent English teachers’ classes, the wait-time of questioning is long enough for students to think. 3) In junior middle school excellent English teachers’ classes, most students have the chances to answer questions, but students sitting in front have more opportunities than those in back, and some students are asked more frequently than others. 4) As for answering ways of questioning, in junior middle school excellent English teachers’ classes, volunteering has priority over the other ways, and then nominating and chorus as the complementary ways. But there still exists the phenomenon of self-responses and almost no students ask questions in class. 5) In junior middle school excellent English teachers’ classes, repeating is the mostly used skills, and the other skills are not frequently used. 6) Excellent English teachers all use positive feedbacks towards students’ answers, praise for the main point, common praise as the main form, praise with comments and repeat with praise for the auxiliary form, combined with other forms of feedbacks, such as asking others or guiding students to self correction.According to the findings of the thesis, some suggestions are put forward towards junior middle school English teachers: 1) In English classroom teaching, teachers should raise more reference questions related to the real life of students. 2) The wait-time of questioning should lengthen to 5 seconds or more. 3) The distribution of questioning should be reasonable and equal to let every student have the chance to show himself. 4) Teachers take volunteering as the main form of answering ways, encourage students to ask teachers or students questions and avoid self-responses. 5) Teachers should make a combination of a variety of questioning skills, avoid using repeating skill only. 6) Teachers should give priority to praise and encouragements, avoid using the same assessments. When students make mistakes, teachers do not criticize or blame them instead of leading them to self-correction.The findings of the thesis have great practical guidance for junior middle school English teachers. The effective English classroom questioning can motivate the bilateral classroom activities between the teachers and the students. It can contribute to the accomplishments of the classroom teaching objectives. At the same time, the study may provide references for improving the English class effectiveness of the junior middle school.