A Comparative Study Of Classroom Questioning Between Novice And Expert English Teachers In Junior High School

Classroom questioning is an interactive activity between teacher and students.Reviewing researches about classroom questioning,it was not difficult to find that most researches were designed to study the effectiveness of classroom questioning and excellent teachers' classroom questioning.But few researchers did a comparative study of classroom questioning between novice teachers and expert teachers,especially English teachers in junior high school.This study was based on Krashen's Input Hypothesis,Long's Interaction Hypothesis and Information Processing Theory,adopting quantitative and qualitative research methods,using classroom observation,questionnaires and interview to study the differences of classroom questioning between novice and expert English teachers in Forty-fifth Junior High School of Lanzhou City,Gansu Province.What this thesis studied included:(1)the differences in types of question,questioning strategies,wait-time and teacher's feedback between novice and expert English teachers in junior high school;(2)the differences in students' attitude to types of question,questioning strategies,wait-time and teacher's feedback in different classes.The study found that:(1)there were significant differences between novice and expert English teachers in echoic and epistemic questions,especially in referential question;there were no significant difference between novice teachers and expert teachers in prompting and probing strategies,but there was a significant difference between novice teachers and expert teachers in repeating strategies,which indicated that all teachers in the study were familiar with repeating strategy;there were significant differences between novice and expert English teachers in the first wait-time and the second wait-time;compared with novice teachers,all expert teachers in the research paid more attention to positive feedback.(2)The students' attitude to display question and referential question in novice teacher class was different from that in expert teacher class.Compared with students in expert teacher class,the students in novice teacher class held a different view about probing,repeating strategies,wait-time and teacher's feedback.The author put forward some implications and limitations of the study by analyzing and discussing the above results.