A Case Study Of Classroom Questioning Between An Experienced Teacher And A Novice Teacher In Junior High School

In teacher’s classroom discourse, questioning accounts for a considerable proportion, which is regarded as the core of effective teaching. However, the main research on teacher’s classroom questioning is college English classroom, and the comparative study on the questioning of English classroom in junior middle school is relatively few. The thesis employs Krashen’s input hypothesis, Michael Long’s interaction theory and Swain’s comprehensible output hypothesis in the second language acquisition as the theory foundation. An experienced teacher and a novice teacher are chosen to make a comparative study of classroom questioning from question types, questioning strategies, wait time and feedback in a middle school in Gui Lin in order to know the overall situation of their questioning. Then some suggestions are given to them, hoping to improve the novice teachers’questioning skills and promote teachers’professional development.Through classroom observation and interview, the author tries to find out:(1) What are the similarities and differences and characteristics between experienced teacher and novice teacher in classroom questioning? (2) What are the problems of these two teachers in classroom questioning? What are the reasons?Based on the date analysis, we find the results as follows:There are no significant differences in question types, questioning strategies and feedback between two teachers in classroom questioning, while the significant difference between two teachers is wait time. (1) Both teachers ask more display questions than referential questions, because they pay more attention to language points, their classes are teacher-center and it is also related to the level of their students. (2) Both teachers mostly uses prompting strategy and repeating strategy, followed by prompting strategy, and the least is redirecting strategy. They can well apply prompting strategy and redirecting strategy, but they are not familiar with the other two strategies, which shows that they lack the questioning strategy’s theory. (3) The average wait time of the experienced teacher is longer than that of the novice teacher, because the experienced teacher has own time allocation and teaching plan while the novice teacher has little experience and she is impatient. (4) Both teachers prefer to use positive feedback, for they both think that positive feedback can give students confidence and encourage them to take an active part in the classroom.At last, some suggestions are proposed by the author, hoping to give some reference value to teachers to promote their professional development. For example, the teachers should change the teaching concept. They should make the class student-centered and pay more attention to meaning and communication of language. It is necessary for teachers to know more about questioning strategies and their functions and improve their awareness of questioning strategy; For the novice teacher, she should learn from experienced teacher. Feedback should be timely, accurate, targeted and diverse.