A Case Study Of Effective Classroom Questioning In Senior School English

In the field of second language acquisition research,teachers' classroom discourse has been widely concerned by many researchers.Classroom questioning is one of the most important parts of classroom discourse.It is also a focus of research in language teaching for many years.However,the study on effective classroom questioning in senior English is very limited,to say nothing of a specific comparative analysis of demonstration lesson and regular lesson.In view of this,based on the Interaction Hypothesis,Affective Filter Hypothesis and Output Hypothesis Theory,this thesis conducts a case study on effective classroom questioning of demonstration lesson and regular lesson in senior high school in order to help high school English teachers realize the importance of the effectiveness of classroom questioning and provide some advice for the rationality and effectiveness of the actual classroom questioning.This thesis employs the method of the combination of qualitative and quantitative analysis,in which demonstration lesson and a regular lesson from two average classes of a senior high school in Zhangzhou are selected as the study objects.By referring to the observation schedule of the effective classroom questioning by professor Thomas L.Good,Jere E.Brophy and Yu Wensen,conducting interviews or sending questionnaires to 30 senior English teachers from three provincial level standard middle schools,standards are set to determined what are effective questioning in demonstration lessons and regular lessons.Moreover,comparative study is made on effective classroom questioning behaviors such as patterns,strategies and feedbacks and on differences of the interactive patterns in the two different kinds of lessons,in the hope of finding out the differences of effective classroom questioning behaviors in interactive demonstration lesson and regular lesson.The findings of the research are as follows:(1)effective classroom questioning in the demonstration class is 14 percent higher than that in the regular class.(2)Divergent thinking questions in the regular class are far less than those in the demonstration class with the highest rates among divergent thinking ones in demonstration class and memory-relatedone in the regular class.(3)The demonstration class has more proportion than the regular class in the use of questioning effectiveness strategies,among which transferring is used most in the demonstration class while inspiring in the regular class.(4)As for teacher feedback,repetition and praise is most frequently used in the regular class while praise and comment in the demonstration class.Teachers in the demonstration class use various encouraging English as feedback but less and single in the regular class.(5)Interaction between teachers and groups is never seen when it is caused by all the different types of effective classroom questionings.Teachers tend to interact with individual student when it comes to memory-related and convergent thinking questions.