A Study Of The Current Situation Of Teacher's Questioning In English Reading Class Of Senior High School

Reading has been playing a crucial role in senior high school English curriculum. With the further development of education reform, it pays more attention to develop students' reading and thinking ability as well as the capability of practical communication in English reading class. As the vital component of teacher's talk in class, teacher's questioning is the significant communicating approach for inputting, delivering and sharing information between teachers and students. Effective questioning cannot only arouse students' learning interest, but also can open their mind so that students can be actively involved in classroom activities. The classification of questions, the questioning methods, questioning strategies, waiting times and the feedback of questions are closely interrelated with the effectiveness of questioning.Therefore, having a better understanding about the current situation of teacher's questioning in English reading class of senior high school, analyzing the existing problems and insufficiency as well, besides, putting forward some advice and suggestions have the theoretical and practical significance for improving the quality of English teaching.The study is aimed at answering the following two questions:(1) What isthe current situation of teacher questioning in English reading class?(2) What are the opinions and expectation of students towards teacher questioning in English reading class?With the aim of resolving the research questions, three English teachers as well as 306 students they are teaching from Affiliated Middle School to Inner Mongolia Normal University are chosen as the research subjects.Classroom observation, recording and questionnaires were employed together as the main research instruments.The summary of major findings is as followings:(1) Teachers adopted wh-questions, why/how questions frequently rather than yes/no questions and alternative questions in English reading class of senior high school;Nominating and chorus-answering are two major questioning methods, while the desire of being a volunteer to answer questions is not so keen; The allocation of waiting time is unequal, and even sometimes the waiting time after questioning is not enough; As for questioning strategies, prompting and redirecting are employed constantly, while repetition, paraphrase and probing are used occasionally; Feedback of questioning are often more positive,however, it is only the simple words of praise, lacking of the content feedback.(2) As for the expectation of students towards teacher's questioning types,they hope their teachers can raise some questions related to examinations;From the viewpoints of students, they regard nominating and volunteering as the most effective questioning methods; When students can hardly providewith answers smoothly, they hope their teachers can offer them with guidance and prompts, helping them to accomplish the process of answering; As for the waiting time, over ninety percent students hopes more waiting time from different degrees; When students can answer questions smoothly, they hope their teachers can offer them with praise as well as the content feedback;when students can hardly answer questions smoothly, they hope their teachers can provide them with encouragements, guiding them to accomplish the process of answering; As for the satisfactory towards teacher's questioning in English reading class, a large proportion of students satisfied towards it.