A Case Study On Teachers' Questioning In English Reading Class Of Senior High School

In language teaching,teacher questioning is considered as a vital channel for information input and interaction with students.For years,domestic and foreign scholars have studied the related research from various perspectives.The present research focuses on teacher questioning in English reading class of senior high school,which aims to improve the efficiency of teacher questioning.The study mainly addresses the following two research questions:(1)What are the characteristics of teachers' questioning among the three subjects with different teaching experience?(2)What are the differences between teachers' questioning and their perceptions of questioning?Three English teachers from one senior high school in Shenyang city with different teaching experience participated in the study.The study lasted for three months,during which nine reading classes were observed.The observations focused on the characteristics of the three teachers' questioning,such as those of questioning types,questioning methods,questioning strategies and teacher feedback.Follow-up interviews were employed to explore the teachers' perceptions of questioning in classroom teaching.The results of the study show that the common characteristics of the three teachers' questioning as below: the ratio of display questions is much higher than the referential questions;chorus answering and nominating are the two main questioning methods frequently applied by the three teachers;translation strategy,prompting strategy and repeating strategy are mostly used in English reading classes.Teacher feedback is characterized by simple praise and teacher-correction.The consistency between teacher questioning behavior and their perception is found in questioning methods and positive teacher feedback.The inconsistency between teacher questioning behavior and their perception can be found in questioning types,questioning strategies and negative teacher feedback.It is hoped that the study will be helpful for improving the efficiency of teacher questioning in English reading class of senior high school and provide useful suggestions for further research.