A Study On Effective English Classroom Questioning Strategies In Secondary Vocational Schools

As the most common means used by English teachers in classroom teaching,classroom questioning can greatly promote language acquisition.Classroom questioning not only provides a guarantee for students' language input,but also creates an opportunity for their language output.In secondary vocational school English teaching,the effectiveness of classroom questioning directly influences the quality of classroom teaching.Effective classroom questioning can stimulate students' interest and enthusiasm,help students better consolidate their learned knowledge,develop their abilities of thinking and expression,and promote classroom interactions between teachers and students.Therefore,it is necessary to improve the effectiveness of classroom questioning.According to Input Hypothesis,Interaction Hypothesis,Output Hypothesis and Social Constructivist Theory,based on the previous studies abroad and at home on classroom questioning,combined with the author's English teaching practice,this thesis takes Lanzhou Institute of Physical Education as an example,and adopts the methods of classroom observation,questionnaire survey and interview to do a detailed analysis on English classroom questioning in secondary vocational schools.The thesis aims to explore two research questions:First,what are the current situation and existing problems of English classroom questioning in secondary vocational schools?Second,based on the current situation and existing problems,what kind of implementation suggestions for English classroom questioning strategies in secondary vocational schools should be made to help achieve effective classroom questioning?In view of the current situation and existing problems of English classroom questioning in secondary vocational schools,the author draws the following conclusions from data analysis:First,most teachers can design classroom questioning before class,but low-level questions are more than high-level ones in class;students most prefer to answer questions about their life and social hot topics or about review and examinations,which are just ignored by teachers.Second,most teachers ask about 10-20 questions every class;teachers' tone of questioning is more challenging or encouraging and less testing;the students asked most frequently are those raising hands,sitting in the front rows and not attentive to class.Third,most teachers give students 3-5 seconds' thinking time,which makes most students feel not enough;teachers prefer to ask students casually,but students like answering questions from group discussions or according to a certain order;profit-driven influence(such as teachers have extra points added,etc.)is the most important factor affecting students' enthusiasm for answering questions in English classes.Fourth,teachers often give students single praise,but can't give targeted evaluation when students answer correctly;most teachers directly give the correct answers or ask another student to answer when students are temporarily unable to answer or answer incorrectly;most students expect to get teachers' feedback,and guide them to self-correct if they answer incorrectly or incompletely.Fifth,most students and teachers think that classroom questioning is helpful to their learning and teaching,but almost no teacher reflects on classroom questioning after class.Based on the current situation and existing problems,the author makes implementation suggestions for the designing strategies,controlling strategies,evaluating strategies and reflecting strategies of effective English classroom questioning in secondary vocational schools,in order to help secondary vocational school English teachers improve their questioning behaviors,thereby making English classroom questioning more effective.