A Study On Teachers’ Questioning Strategies In English Reading Class In Junior High School

As an essential part of improving English teaching,teachers’ questioning will directly affect the teaching effectiveness and quality of reading teaching in junior high school.At present there are still some disadvantages in reading teaching in junior English class: boring classroom atmosphere;test-oriented phenomenon;display questions rather than referential ones;few volunteer response;insufficient wait time;feedback that is too general.Although junior English teachers have accumulated some experience in classroom teaching,there are still some room to improve the consciousness of questioning and master the questioning strategies.Based on such situation,deep analysis of the good teachers’ questioning strategies in reading class has great theoretical value and reference significance.On the basis of analyzing the researches of classroom questioning at home and abroad,the paper makes a survey and analysis of teachers’ questioning in English classrooms of junior high school by using the methods of literature review,observation and case analysis method.The thesis is divided into four chapters.Chapter One is about the introduction of this thesis.The introduction of this thesis includes the research background,the definition of core concepts,related researches about teachers’ questioning,the significance of the study,research methods and ideas.Chapter two briefly introduces the theory basis,which includes the related research of junior English,the meaning of teachers’ questioning,questioning principles,the importance and necessity of teachers’ questioning from linguistic perspective,pedagogical perspective and psychological perspective.Chapter three makes a data analysis of the classroom teaching video-case,and analyzes question types,question forms,the starting point of question designs,the creation of question situations,questioning strategies,wait time,answer in different ways,and the feedback and assessments.Besides,it analyzes the factors that influence teachers to question effectively.In the fourth chapter,suggestions for questioning strategies are given.The purpose of this paper is to put the results and experience of the teachers’ questioning strategies in English reading class in junior high schools to everyone,and to provide the optimized strategies of teachers’ questioning for the first-line teachers in the junior high school,thus the junior English teachers can make full useof questioning in the reading class,and promote the development of teachers and students together.