Strategies Of Teachers’ Questioning And Feedback In Intensive Reading Class

Since the 1980s,with the popularity of Task-based Language Teaching,task-based activities become the main form of teacher-student interaction and student-student interaction.What’s more,intensive reading class takes the main place in middle school when compared with oral English class or English listening and speaking class.To some extent,students’ oral English output is always produced in intensive reading class.In addition,teachers’ questioning and feedback is one of the most important ways for classroom interaction.By means of effective questioning and feedback,the teacher can get more students involved in classroom interaction and creates more opportunities for students to speak English which may improve the ability of students’ oral English production.At the same time,according to the literary research the author did,most research focuses on college,middle school or primary school in cities.However,less research emphasizes the rural middle school.Therefore,in order to supplement research in this field,this thesis does an empirical study to find the situation of teachers’questioning and feedback,and their effects on students’ oral English production in Lizhuang Middle School in Baoding of Hebei Province in intensive reading class.After reviewing the relevant literature,the author explored this empirical research by means of students’ questionnaires,teachers’ interview,and classroom observation to find the answers to the following questions:1)what is the current situation of teachers’questioning and feedback in rural junior middle school?Are there any problem?If there are many prblems,what are they?2)what’s students’ attitude towards teachers’questioning,feedback and their effects on students’ oral English production?3)what effect do new strategies of teachers’ questioning and feedback have on students’ oral English production in intensive reading class in rural junior middle school?About the first two questions,the author used one questionnaire survey and interviewed four English teachers in Lizhuang Middle School.The author also observed ten classes.As for the third question,the author explored an empirical research in two paralleled classes---Class one and Class two in Grade 8 which was carried out for two months.This empirical research had two procedures:pre-test and post-test.12 classes were recorded in either class during the teaching experiment.After completing the three procedures,the data were collected and analyzed.After that,another questionnaire survey was made in the experimental class and the controlled class when the author collected and analyzed the data of the tests and recorded classes.With the completion of the data collection of students’ questionnaire,teachers’interview,classroom observation,and tests,the conclusion is drawn that although the teachers have a basic understanding about teachers’ questioning and feedback,there still exists many problems in terms of types of teachers’ questions,questioning strategies and teachers’ feedback.Most students are not satisfied with teachers’ questioning and feedback.On the basis of the result of the first two research questions,the author proposes new strategies of teachers’ questioning and feedback in the experimental class.More open questions and reasoning questions are asked.The teacher always waits more than three seconds before students’ answering the question and after students’ answering the question.Probing and prompting strategies are applied.In terms of positive feedback,feedback with additional input and feedback with intiating more output are also carried out.About negative feedback,meta-linguistic feedback,clarification request,elicitation,and recast are put into effect in the experimental class.The result of tests indicates that new strategies of teachers’ questioning and feedback have a good effect on helping students to produce more oral English output.To summarize,open questions and prompting strategy can improve oral English output in terms of complexity and quantity.Apart from this,students intend to produce a large quantity of oral English when teachers appropriately increase waiting time.In addition,both teachers’ positive feedback that initiates more feedback and negative feedback with implicit feedback can make students intend to give more oral English output.