A Study On The Impact Of Teachers' Questioning Types On Senior High School Students' English Oral Output

In senior high schools,teachers‘ questioning is an important part of English teaching.Different teachers‘ questioning types have different effects on students' oral output,which has attracted more and more attention.Therefore,the purpose of this study is to probe into the status quo of senior high school English teachers‘ questioning types and their impacts on students‘ oral output.According to the purpose of the study,the author researches on three research questions.Firstly,what are the ratios of different teachers‘ questioning types in senior high school English classes? Secondly,what are the impacts of different teachers‘ questioning types on the amount of students‘ oral output in senior high school English classes? Thirdly,what are the impacts of different teachers‘ questioning types on the syntactic complexity of students‘ oral output in senior high school English classes?This paper is based on Krashen‘s Input Hypothesis,Swain‘s Output Hypothesis and Long‘s Interactive Hypothesis.The participants of the research include 6 English teachers and 150 students,which are selected from Grade One in Yantai Laishan No.1 Middle School,Shandong.The instruments of this research consist of classroom observation,questionnaire and interview.Firstly,the author observes and records 6 classes,and then transcribes the audio-recording into written materials for analysis.Secondly,the questionnaire is designed for 150 students,and then the statistic results are collected and analyzed by SPSS19.0.Finally,6 English teachers and 6 students are interviewed respectively.The major findings of the study are as follows: firstly,translation questions and display questions are preferred by senior high school English teachers.Specifically,in regard to the form of questioning,the teachers prefer to ask translation questions,followed by ?wh-? questions,alternative questions and nexus questions.In regard to the content,the teachers are likely to ask display questions rather than referential questions.Secondly,teachers‘ questioning types have an influence on the students' oral output.According to the investigated results,the amount of students‘ oral output on ?wh-? questions and referential questions are more than that of other questions.Thirdly,different teachers‘ questioning types do have impacts on the syntactic complexity of students‘ oral output.In particular,for nexus questions,alternative questions,translation questions and display questions,senior high school students are likely to be at the word/phrase level;while for ?wh-? questions and referential questions,students are inclined to produce complete sentences.To sum up,senior high school English teachers should be aware of different questioning types and their influences on students‘ oral output.Only in this way can English teachers effectively design questions for classroom teaching,which is not only beneficial to students‘ oral output,but also to the improvement of senior high school English teaching.