An Investigation Into Teacher Questioning In English Reading Classes Of Junior Middle School

Based on Input Hypothesis,Output Hypothesis and Interaction Hypothesis,this thesis intends to investigate the features of teacher's questioning in English reading class of Junior high school,the factors that influence teacher's questioning type and the differences between teacher's self-cognition and actual questioning behavior,by means of classroom observation,questionnaire survey and teacher interview.In order to investigate the characteristics of teacher's questioning,the author analyzed the types of questioning,distribution of questioning types,questioning ways,questioning strategies,waiting time and teacher's feedback.To further understand the factors that influence teacher's questioning type,the author recorded and checked teachers' questions and students' responses,and four teachers were also interviewed to further explore the underlying reasons.The author also compared teacher's questionnaire results and their actual questioning behavior to find out whether their self-cognition is consistent with their actual behavior.The final result shows as follows: 1)The teachers' questioning modes are few and the strategies of questioning tend to be simplified.The teachers ask more display questions than referential questions,and display questions are mainly used in the while-reading.The teachers prefer to ask individuals or ask more questions for collective answering.Repeating and redirecting are their main questioning strategies.Teachers' waiting time is short,and simple praise is most frequently used in positive feedback while teacher correction is mainly used in negative feedback.2)Teachers' gender,teachers' teaching years and students' behavior will influence teachers' choice of questioning type.3)The consistency and inconsistency still exist between teachers' self-cognition and their actual questioning behavior.Teacher's self-cognition and actual questioning behavior are in accordance in questioning types,questioning ways and positive feedback,but not confirming in questioning strategies,waiting time and negative feedback.According to the above research results,the author suggests that In English reading class,teacher's effective questioning can not only help to make knowledge points related to one another and link all aspects of classroom teaching,but also help to arouse and maintain students' interest in reading,promote mutual understanding and communication between teachers and students,so teachers should make better use of teacher questioning strategies in their reading class.And some suggestions are put forward to optimize the teacher's questioning in the end of the thesis.