A Study On The Equality Of Teacher Questioning In Senior High School English Classes

Classroom questioning is one of the most common and important methods for classroom teaching,whose necessity of improving the acquisition of languages is evident.During the question-and-answer session,knowledge transferring and emotion communication between students and teachers can be achieved.By the way of questioning,it's possible for both teachers and students to fulfill input and output of languages as well as pay attention to classroom teaching and learning.Therefore,the equality of getting the chance after questions being raised is of great importance for every student.So the study of how response opportunities being distributed at class in senior high school is crucial for improving classroom teaching.This thesis is mainly based on the theory of education equality and Expectancy Theory.According to the objective requirement,data collection of this paper was developed by way of classroom observation.Two questions are addressed in the study.They are as follows: 1.Are high school students given equal opportunities after questions being raised by teacher in English classroom? 2.If inequalities really exist,do the gender,performance,position,classroom seating and family background of students make any difference? The researcher observed 45 classes of Wu Chuan Senior High school in WuChuan Kelao and Miao Minority Autonomous County.The five related elements involve student gender,academic performance,position,classroom seating and family background.Based on the data collection,the observation shows that the students in the same classroom weren't given equal chances after questions being raised.In everyday teaching,teachers tend to invite those who make good performance in classroom,or students who hold a post.At the same time,teachers are also inclined to choose students who are from poor family or those who sit in the middle of the classroom.The teaching phenomena above demonstrate that most English teachers lack the consciousness of chance-equality in the instructional and teaching process.