An Empirical Study Of Effective Strategies Of Classroom Questioning In Senior High School English Teaching

Classroom questioning has a huge effect on investigating the learning of students, training the students’ ability of language output, arousing students’ interest in learning English and so on. Therefore, effective questioning strategies influence the quality of teaching directly.In order to study the implementation of effectiveness in senior English classroom, the author mainly begins from the following three questions:1) What are the expectations and feedback senior students have towards English classroom questioning?2) In what ways can the questioning strategies be effective in classroom teaching?3) What questioning strategies can the classroom questioning perform in senior high school English teaching?Based on practice, this research adopts three methods: questionnaire, classroom observation and interview. The author worked as an intern student in the Attached School of Guizhou Normal University from August 2015 to January 2016. The questionnaire was given out to five classes in total including grade one and grade two. 250 pieces were handed out with 237 recycled available; the author also took lectures of six experienced teachers’ six lessons and recorded them; besides, the six teachers were interviewed shortly about questioning strategies and the application of the strategies in classroom.From the point of second language acquisition theory, the author analyzed the six teachers’ questioning strategies in classroom. Mainly based on Krashen’s Input Hypothesis, Long’s Interaction Hypothesis, Swain’s Output Hypothesis and Constructism, the research analyzed teachers’ questioning types, wait-time that time teachers leave for the students, distribution of teachers’ questions, ways of teachers’ questioning and teachers’ feedback. After collection the statistics, all of them were analyzed by excel.For the sake of the teachers’ privacy, classroom observation was recorded by voice recorder and taken down as notes. While interviewing the teachers, for purpose of keeping the interview with zero interruptions, the author asked the teachers one by one in their free time.From both sides of teachers’ and students’, the author found that there were some characteristics among the six teachers after analyzing the data.1) More display questions were asked in the classroom;2) Though the time teachers left for the students was as proper as the time Rowe(1986), Nunan(1991), Wang(2002) concluded, 3~5 seconds, there were still a part of students saying it was not enough for them to answer the questions;3) More Wh-questions were raised rather than Yes/No questions in classroom;4) More roll-calling and answering together by the teachers in classroom;5) The questioning objects were random;6) Positive feedback for the students was higher than negative feedback, but the former ones were too simple.It is of great significance for teachers in middle school to ask questions in English classroom. This study shows that the present situation in English classroom is a little bit of good, which is to say that the questioning atmosphere is harmonious between teachers and students. Not only should a teacher master the classroom questioning strategies, but also apply it to classroom actively for efficient teaching, so as to achieve the goal of improving classroom teaching effectiveness and realize the teaching purposes better. Besides, this research puts forward some suggestion for future research in this field.