On Teachers’ Questioning In English Class Of Senior High School

This analysis is based on the second language acquisition theories such as Input Hypothesis, Output Hypothesis and Interaction Hypothesis theories. The data is collected through classroom observation, record and questionnaire in Grade 1 in Yan’an Senior High School. The pattern of teachers’ questioning has been investigated, and the relationship between the pattern and students’ answers and their English learning has been discussed, in order to help students be more active in English class and their English study. The present analysis is written from the flowing three aspects:(1) What is the amount of teachers’ questions, students’ answers and teachers’ feedback in classroom?(2)Whether the types, aims and strategies of teachers’ questioning of in classroom influence students’ answers? And if they do, what’s the influence?(3) Which type of questions is easier to get teacher’s feedback, and what are the types and the distribution of the feedback ?After the investigation and data analysis, the findings are summarized as follows:(1)The number and the amount of words of teachers’ questions are more than students’ answers obviously.(2) Display questions play a main role in English classroom. The real communicating chances between teachers and students are limited.(3) A large amount of questions focus on grammar and text content, which makes a good circumstance for students to participate in classroom, while it has a bad influence on students’ English learning in long term.(4) English teachers could create a positive and hortative circumstance for students to participate in classroom by adjusting their questioning strategies.(5) Display questions are easier to get teacher’s feedback than referentialquestions, and a large number of students’ answers can receive teacher’s positive feedback, and the non-evaluative feedback is too limited, which makes it hard for students to participate in class discourse and future influences students’ English learning to some extent.According to the study, the present author propose the following pedagogical suggestions:(1) Control the number of teachers’ questions in classroom, and improve the quality of questions.(2) Improve the forms of questioning.(3) Diversify the kinds of feedback.(4) Strengthen the interactive consultation and meaning construction.