An Investigation Of The Effectiveness Of English Teachers' Classroom Questioning In Senior High School

As a language course,English classroom communication is particularly important.Classroom questioning is one of the most important teaching methods in classroom communication,so it plays a very important role in English Teaching in senior high school.Classroom questioning directly affects the classroom communication between teachers and students,and affects the enthusiasm of the students and classroom atmosphere.Therefore,classroom questioning is an important task that should be paid attention to and studied.However,there are still many problems that should be solved in the current high school English classroom questioning.This study focuses on the effectiveness of English Classroom Questioning in senior high school.Based on the input theory and the interaction theory,the data and information were collected through classroom observation,questionnaire and interview.This study summarizes the problems existing in the classroom questioning of senior high school English classroom,and puts forward some corresponding strategies to improve the effectiveness of English classroom questioning in senior high school.This study can provide some practical suggestions for teachers in the basic education stage,and can also provide a theoretical basis for the improvement of English Teaching in senior high school.In this study,four English teachers and 240 students in Qufu No.1 Middle School were selected as the subjects.First of all,this study conducted a classroom observation of four English teachers,and then conducted a questionnaire survey on the 240 students.According to the results of the classroom observation and the questionnaire,this thesis interviewed the four teachers.The results of the study showed that there are still many problems in English classroom questioning in senior high school at present,such as,the lack of skills and designs of teachers' questioning,too little opportunity for students to ask questions and so on.Finally,based on the findings of this study,this thesis puts forward some suggestions and strategies to improve English teachers' classroom questioning in senior high school from the aspects of question design,question type and number ofquestions.The thesis consists of five chapters.The first chapter is the introduction,which states the background,purpose,significance and structure of this study.The second chapter is literature review.Firstly,this thesis explains the definitions of related concepts,including the teacher's classroom questioning,effectiveness and effective questioning in the classroom.And then it expounds the current research situation of classroom questioning at home and abroad.Finally,the theoretical basis of input theory and interaction theory are expounded.The third chapter is the research design and result analysis,which includes the research question,the research object,the research tool,the research procedure and the data are collected and analyzed in detail.In the fourth chapter,according to the results of the investigation,this thesis puts forward some suggestions on how to improve the effectiveness of English Classroom Questioning in senior high school.The fifth chapter is the last part,which summarizes the major findings of the research and points out the research shortcomings and the future research directions are also discussed.