A Study On Questioning In English Classes Of Emin No.1 Middle School

Classroom questioning is a common way of teaching used by teachers. Questions can help promote interactions between teachers and students, cultivate the diffusive thinking, and improve the ability of students’ expressions. In the practical teachings, the class learning can be efficient and interesting only if the questions work well. It is very necessary to raise the effectiveness of the classroom inquiry, because English class is the main occasion for students learning and using of the language.In this study, the information of question type, questioning method, wait time, responding method is obtained through observing the English class of the 4 teachers of different school age in Emin No.1 Middle School, and it acquires the spaces of questioning that need to be improved based on the effective classroom questioning evaluation system(Lu Zhengzhi, Hong Songzhou, 2010). The research knows the attitude and expectation of the students by questionnaire survey. It also gets the information which includes the attitude of questioning, the questioning design, the strategy of making up the questioning, the way to stimulate the students’ initiative, and other aspects by interviewing the teachers. Finally, it incorporates all three investigations to give some advice on increasing the efficiency of classroom questioning.This research suggests that the teachers and the students hold a positive attitude to the function of the classroom questions by the survey and interview. The students hope that the questions are interesting and humorous. The teachers have mastered some strategies and principles about designing and asking the questions in the class, but they seldom summarize and reflect about the questioning after class. Depending on evaluating the effectiveness of the questioning in English classroom, it shows that the effectiveness of questioning is at a moderate to inferior level. The validity of question design and questioning method is comparatively high, which demonstrates that teachers put a high value on the question design, but the effectiveness of the question content and responding method is relatively low, which reveals that teachers should improve the ability of mastering the question content and responding method basing on understanding the importance and the aim of questioning, and pay more attention to responding method.Based on the above, it discusses some suggestions from the question design, question content, questioning method, and responding method, which could help to improve the validity of questioning in classroom.