A Comparative Research Of Teachers Questioning Types Between Proficient And Novice English Teachers In Senior High School

Questioning is the most important part of language teaching and also the main way to inspire students’ thinking,which is considered to be beneficial for students’ language acquisition in English classroom.Compared with studies abroad,fewer empirical researches are concerned with this field.So this study attempts to conduct a comparative study of questioning types from five perspectives.The specific research questions addressed are the following: What the main teachers questioning types are in senior high School.What the similarities and differences in frequency of questioning types are between proficient and novice teachers in senior high school.The method of classroom recording is adopted in this study and the author transfers part of teacher questioning into text,then classifies them into different types from five perspectives according to the literature review.The author tries to find out the questioning types used by English teachers and the similarities and differences between proficient teachers and novice teachers in senior high school based on the frame theories of Piaget’s Theory of Cognitive Development,Vygotsky’s Theory of Cognitive Development and Normal Senior English Curriculum Standard from foreign language teaching research publisher.The research is conducted in Zaozhuang No.8 Senior High School and the subjects are four senior English teachers.Two of the four English teachers are proficient teachers,the rest of them are novice ones.The results are transcribed into text by artificial transcription,then the frequency of questioning type(time/class)is counted up with the help of form.The results are as follows: There are mainly fifteen types of questioning in the four teachers’ classes.The similarities and differences of the frequency in classroom questioning types are as following: 1 Proficient teachers have more deep questions than novice teachers.Two types of questioning are involved in their classes,but proficient teachers perform better on this aspect.2 Oriented questions and inspiring questions used by proficient teachers are far more than novice teachers.Guiding questions used by novice teachers are more than proficient teachers.Proficient teachers could do better in asking the three types of questioning.3 Proficient teachers mainly adopt “yes or no” and “wh-”questions.“Or” questions,“yes or no” questions and translation questions could better control classes,so novice teachers also adopt questions of this type.4 Analysis,synthesis questions and evaluation questions used by proficient teachers are more than novice teachers.Novice teachers are mainly focus on knowledge questions.Proficient teachers could adopt appropriate the three types of questioning and novice teachers focus on knowledge learning in classes.While novice teachers ignore cultivating of students’ analytic and comprehensive abilities.5 Both proficient teachers and novice teachers mainly ask questions facing to all students,assisted by question facing to individual.But novice teachers focus too much on some students,when they ask to students.According to the findings of thesis,some suggestions were proposed to the novice teachers.1 Combination of shallow and deep questions;2 Use more guiding questions and inspiring questions;3 Combination of “wh-” questions and “yes or no” questions and translation questions;4 Use more analysis and evaluation questions;5 Focusing on every student when use questions personal student.Hope this research can make further supplement to explore the general trend of questioning and would help novice teachers find their deficiency,improve classroom efficiency and promote their professional development.