A Study Of The Influence Of Teachers' Questioning Types On The Students' Oral Output In Senior High School English Reading Classes

As the teaching method has been changing from audiolingualism to communicative language teaching,the communicative functions of language in real situations become more and more important.In china,English classes are the main sources of the language learning.Teachers' questioning behavior plays an important role in English teaching.Effective teachers' questioning behavior can trigger students' thinking and encourage students' oral output.However,in the actual teaching process,this most commonly used method of teaching is often despised and ignored.There are many aspects of teacher questioning behaviors.This research intends to explore the influence of teachers' question types on students' oral output.It aims to help teachers find problems in teachers' questioning behavior in English reading classes,improve their questioning skills,and promote students' oral output.Based on the Krashen's input hypothesis,Swain's output hypothesis,and Long's interaction theory,a case study method is adopted in this study to investigate the influence of teachers questioning types on students' oral output by using the instruments of classroom observation,transcription,and interviews.Three English teachers and their students of three general classes in a senior high school in Xin Jiang are research subjects.The study is designed to answer the following research questions:1.What types of questions do teachers often ask in senior high school English reading class? What is the distribution of teachers' different questioning types in senior high school English reading class?2.What is the relationship between the tokens of students' oral output and teachers' questioning types?3.How do teachers' questioning types influence the complexity of students' oral output?The research findings are as follows: firstly,in senior high school English reading classes,from the perspective of the functions of questions,teachers tend to raise factual questions,followed by reasoning questions and social questions.From the perspective of the contents of questions,teachers tend to raise text explicit questions,followed by text implicit questions and beyond-the-text questions.Secondly,regardless of the functions orthe contents of questions,these seven teachers' questioning types have different influences on the tokens of students' oral output.According to these research data,it can be found that open questions and text implicit questions are more likely to stimulate student to produce more oral output.Thirdly,according to the classification of these question types,the syntactic complexity of the students' oral output is different when answering different types of questions.Student's responses to reasoning questions,open questions,and text implicit questions are more complex in syntax.These three types of questions will prompt students to produce more compound sentences and complex sentences.The implications are as follows: Firstly,teachers should be aware of the importance of questioning and effectively design questions according to the teaching aims,functions and contents of questions.Secondly,teachers should have an intention to improve the number of open questions and text implicit questions when designing questions in order to help language learners gain more knowledge and prompt their oral output.Thirdly,when designing questions before the class,teacher should also consider students' needs,especially from the aspects of their knowledge,experiences and interests.