A Case Study Of English Teachers’ Questioning At First Grade In Senior High School

Classroom questioning is an essential part in English class.Effective classroom questioning can arouse students’ interest and promote their thinking,which can enable student to participate in class more actively,thus guaranteeing the teaching quality and achieving the teaching goal,so classroom questioning attracted the attention of many scholars both at home and abroad,the research of classroom questioning have laid a theoretical foundation and include many empirical studies,researchers also pointed out that the teachers still have some problem in classroom questioning.this study hopes to provide empirical research with a new case,exploring the current situation and features of high school English teachers’ classroom questioning in Xinjiang area.This study used qualitative and quantitative methods and selected five English teachers at grade one from the high school affiliated to Xinjiang Normal University.The author observed five classes of those five teachers,then recorded and transcripted the discourse of teachers and students.All the course are based on PEP high school English textbook.After the transcription,all the questions were extracted and classified,the statistics and data related types of questions,call a way,waiting time and teachers’ feedback and other aspects of the status quo of questioning and summarize its characteristics,the results show that the teacher’s Classroom Questioning in the types of questions,the majority of them are closed questions with low level;the number of the open questions involving high level is few;methods of asking questions is quite simple,the collective answer is dominant;the second one is the teacher called students;students who are willing to answer the questions are only A few.As for wait-time,teachers can adjust the wait-time according to the difficulty of the questions,but most teachers just wait for little time;Teachers basically give feedback after students’ answer,but the feedback is always with less extension and expansion of students’ answers.Further more teachers tend to use shortphrases to evaluate or simply repeat students answer.In addition,in order to inquiry classroom questioning more objectively,the author selected two general classes at first grade of this school,class five and six,conducting a questionnaire survey,in order to understand students’ attitude and expectation of teachers’ questioning behaviors from the perspective of students.Finally,according to a series of investigations,the author draw some conclusion: the features of classroom questioning in Xinjiang are similar with former studies.According to criteria of the effective classroom questioning,classroom questioning in Xinjiang does not meet the standards,question types are simple,the method of asking question is always in a single way,wait-time is short,teacher feedback dose not play a role in guiding and motivating students.questioning as a kind of professional skills of teacher,It needs to be paid attention,teachers should accumulate and reflect during the classroom,and ultimately achieve the purpose of effective questioning.