The Comparative Study Of Teachers’ Questioning Strategy In Junior English Reading Class

Classroom questioning is an important strategies of classroom teaching.It is an efficient way to promote the interaction between teachers and students in the course of teaching.And it is also a principal source of language input for many students.Therefore,the research on teacher’s classroom questioning is of great significance to the personal growth of teachers.However,the author finds that the majority of domestic research on classroom questioning strategies focus on college and high school English classes,and less on junior high school English reading classes.In order to enhance the awareness of English teachers in junior high school to use questioning strategies and to improve their personal professional development,the author conducted a study on the reading classes of novice,proficient and expert teachers.The purpose of this paper is to find out the differences of classroom questioning strategies used by teachers of different teaching ages.By using the methods of literature analysis,classroom observation,comparison research,interview and so on,this paper investigated three English teachers in a middle school in Xiamen to study the following questions:(1)What are the current situation and categorical distribution of questioning strategies used by the first grade teachers in middle school?(2)What are the characteristics of different types of teachers adopting questioning strategies in reading teaching?(3)What are the similarities and differences between teachers’ use of questioning strategies in different types of reading classes?The findings are shown as follows:(1)The school’s teachers are able to integrate targeted teaching of various types of questioning strategies.In reading class,the strategies they used from high to low are inquiry strategy(40%),repetition strategy(14%),control strategy(14%),evaluation strategy(14%),explanation strategy(12%),decomposition strategy(6%).(2)There are differences in the use of questioning strategies among different groups of teachers.The proportion of questioning strategies applied by the novice group(24%)and proficient group(24%)is equal.The rate of questioning strategy in the expert group(52%)is higher.Among all the types of strategies,the rate of inquiry strategy applied by teachers is the highest;The novice teacher uses the least rate of all strategies,but almost uses every type.Except inquiry strategies,the proportion of others strategies used by proficient teachers is relatively low.The expert teacher can skillfully use all kinds of questioning strategies during teaching period.(3)Different types of reading classes have no absolute effect on the total amount of questioning strategies used.While dealing with the argumentative article teachers use questioning strategies 4 more times.There is no significant difference in the use of questioning strategies among different reading classes.The rate of inquiry strategy used by teachers is 26% for the argumentative article but 22% for the narrative.The rates of others strategies are ranged from 0 to 2%.For the proficient group,the distribution of questioning strategies in the narrative reading is equal to that in the argumentative which are 12%.Different types of reading class has less effect on the expert teacher.However,the distribution of strategies varies greatly in the novice group.In the narrative reading the rate of total amount of strategies used by the novice teacher is 18% but only 6% in the argumentative.The reason for this situation is the diverse teaching objectives and teaching materials.(4)Different teacher groups present differences in the use of questioning strategies in different types of reading.In the narrative reading,the inquiry strategy is used most frequently.In the argumentative reading,there is obvious difference between the novice teachers and the other two kinds of teachers in the use of inquiry strategy.Based on the above research,teachers should strengthen the theoretical study of questioning strategies,and teachers should discuss and communicate with each other and grow together.According to the teaching objectives of different types of reading classes and combining different cognitive levels of students,different questioning strategies are targeted.