An Investigation On The Classroom Questioning In The Teacher-student Interaction In Junior High School English Class

Classroom questioning is highly applied to activate teacher-student interaction.It is a worthy issue that how to make classroom questioning effectively.However,many researches show that,when teachers attempt to activate students with questions,only a few of students enthusiastically answer questions and most of them avoid activating with teachers.The phenomenon of “ineffective questioning” and “ineffective interaction” still exists in the Junior English class.In fact,the reasons for the situation are rooted in the various problems about classroom questioning itself.As a result,to promote T-S interaction in the classroom,teachers should begin with improving the classroom questioning.Therefore,it is meaningful and significant to investigate the classroom questioning in the T-S interaction,from the aspect of promoting communication in the Junior English class.On the basis of the situation stated above,the thesis intends to investigate how to design and conduct questioning in a scientific way to promote T-S interaction.Two research questions are listed as follows:1.What is the present state of classroom questioning in the T-S interaction in the junior high school English classroom?(Including question types,question distribution,waiting time,feedback and question modification strategies)2.What are the influencing factors of teachers' questioning behaviors and students' response to classroom questioning in the T-S interaction?Aiming at investigating and exploring the present state and the influencing factors of the classroom questioning in the T-S interaction,the researcher observed six teachers' classes in NO.13 middle school in Xuzhou,Jiangsu Province,and collected approximately 270-minute recorded transcripts of six recorded classes for further study,with each teacher giving one representative lesson.Meanwhile,the questionnaire for students and the interview to teachers were also conducted to know about teachers' understandings and attitudes to classroom questioning,and students' expectations and needs.The results of the research can be divided into three parts: First,on the basis of the data and results of the classroom observation and recording,there are some prominent problems in the aspects of types of classroom questions,waiting time,question distribution,question modification and feedback.Secondly,all the six observed teachers affirm the importance of classroom questioning,but some of them also show some misunderstandings,confusion and doubts,especially about the questioning strategies.Thirdly,most of students do not really recognize the advantages of classroom questioning,and there is a disparity between students' expectation and the behaviors of teachers' questioning.Equally important,some emotional factors that cannot be directly observed in the class have effect on students' participation into classroom questioning.In view of the results above,the research provided some available suggestions for promoting effective T-S interaction on thoughts and emotion.