A Research On Effectiveness Of Question Raising In Junior English Class

Question raising,an indispensable part of classroom teaching,is an important method that teachers can input,transfer and share information with students.So it is of great practical significance tostudy questionraisingfor classroom teaching.As a school-based research,this paper takes a junior middle school in Xi'an as an example to focus on the effectiveness of questionraising in English teaching practice for juniors.Based on the theory of second language acquisition(SLA)and constructivism,the author collects materials and data by observation,questionnaire and interview.By statistics and analysis,the author sums up the problems existing in the questionraisingin English teaching practice for juniors,analyzes the reasons behind the problems and puts forward the strategies to improve the effectiveness of question raising.First,the author observes 16 lessons of 4 teachers,and takes notes about numbers and the types of questions,the method of question raising,wait-time,and teachers' feedback.In addition,200 students from four classes are surveyed to learn students' views on question raising in English class.The data is analyzed by SPSS 19.0.Finally,the author interviews four teachers to learntheir potential views and analyze the reasons.Through the study,the author findsthe following current situations in question raising in junior English class: there are too many questions in class;there is a shortage of referential questions;teachers' languageis clear;more volunteers,inadequate wait-time and inappropriatefeedback are expected.The main reasons for the above phenomenon are that the teachers attach too much attention to traditional view on question raising,regardless of understanding of effective questions,design and reflection for the question raising.Therefore,to achieve effective question raising,teachers should use effective question raising strategies:controlling numbers and types of questions,making use of reasonable teaching methods to guide more students to participate in answering questions,offering them more time to think and providing appropriate feedback with students.In addition,teachers should have specific purpose for question raising,and elaborate preparation and reflection.