An Investigation On Teacher's Questioning Strategies In English Reading Class Of Senior High School

Reading teaching is an important part of the whole English process.Questioning is an important method for teachers to organize the teaching English reading classroom and it's commonly used in language input and output.As an important part of classroom reading teaching,classroom questioning has been widely concerned by English teachers.However,English teachers of senior high school in the reading classroom are usually "able to ask questions",but not necessarily "good at asking questions",that means teachers may be not good at using questioning strategies for effective questioning in reading class.Appropriate use of questioning strategies can not only stimulate students to participate in classroom activities,increase the classroom interaction between teachers and students,but also greatly improve the students' ability to express and communicate in English.Therefore,the exploration of the effective questioning strategies in senior high school English class is an important issue that needs to be paid attention to.This paper is about the questioning strategies of English reading class in senior high school and is based on the research at home and abroad,guided with the "input hypothesis" and the"output hypothesis" theories to correctly interpret the use of questioning strategies and the related effect on students' English study,as well as the reconstruction of efficient high-quality English reading class.The study,adopting the methods of questionnaire,classroom observation and interview,has made a survey on 6 English teachers and 6 classes(310 students)in Z senior high school in Haidian district,aiming to investigate the characteristics of questioning,the questioning strategies involved in the classroom questioning and their problems,and the influence on students' English learning.The results show that the lack of strategic questions is prevalent in high school English reading classroom.The existing problems include the lack of planning,too ordinary designing of content,the single way of asking questions and giving general feedback and so on.According to the result of the interview,teachers' lack of knowledge of the questioning strategies not only hinder the effective development of teaching activities,but also bring negative effect on the improvement of expression ability,the development of thinking ability and the cultivation of interests in English.According to the research,teachers need to strengthen the knowledge of questioning strategies,understand the specific content and function of planning strategies,question design strategies,control strategies and assessment strategies,focus on how to make a reasonable mix of strategies to improve the effectiveness of reading classroom questions,increase the students' participation in the classroom and strengthen the students' English learning effect.Due to the limit of time and conditions,there are still some shortcomings in this study.For example,the survey sample is small and lacks universality;the reliability and validity of the questionnaire need to be further validated;the research does not explore the reasons for the problems in the questioning strategies,which need a more in-depth analysis.But on the whole,this study has achieved the expected purposes,gotten satisfactory results,provided useful advice for effective questioning,promoting classroom interaction,improve the level of English.At the same time,the research laid the foundation for the further exploration in this field.