The Status Quo On Questioning In English Class Of Junior School

Asking questions is important in classroom teaching. It is also important for teacher and student to exchange information and feeling. The effect of teaching depends largely on teachers’ questions. Therefore, it is necessary to investigate and study the teachers’ classroom questioning.This research mainly adopts the classroom observation and interviewing method. Firstly, the researcher surveys and arranges the literature about junior high school English teachers’ classroom questioning at home and abroad. Then, the researcher observes six English teachers’ thirty classes according to a self-designed scale about question types, questioning objects, questioning skills, questioning feedback and waiting time at a middle school in Chongqing to find out the general characteristics of the current junior high school English teachers’ classroom questioning, the characteristics of different grade junior high school English teachers’ classroom questioning and the difference between novice teachers and expert teachers’ classroom questioning. Finally, the researcher interviews the six English teachers about the five aspects of classroom observation.The study finds out junior English teachers in different grades prefer display questions; teachers seldom pay attention to individual when they questioning; teachers tend to give single feedback to students and so on.Therefore, the study raises some strategies to optimize teachers’ classroom questioning in junior high school.