A Survey Study On Teacher Questioning In English Class Of Junior High School

Teacher questioning is an important part of teacher discourse and classroom interaction.In recent years,teacher questioning has been the focus of both domestic and foreign instructors and researchers.However,there are few studies on teacher questioning in China,most of the researches are conducted at the university stage,there are few studies on the teacher questioning in English class of junior high school.Therefore,the thesis studies the classroom questioning of middle school English teachers.This study aims to find the main problems existing in teacher questioning of junior high school English class and attempt to summarize the factors leading to the failure of teacher questioning.This study proposes two research questions:1.What are the problems existing in teacher questioning in junior high school English class?2.What are the causes of the problems existing in teacher questioning?This study selects Dengta Experimental Middle School as a case study.The major research methods are classroom observation,questionnaire and interview.The classroom observation scale is used to record teacher's questioning and the data are analyzed from five aspects of teacher questioning.This study also selects students from observed classes as the subjects of the questionnaire survey,part of which act as the interviewees as well.The results of the study show that: First,the types of question is not balanced;Second,teachers do not properly use appropriate questioning strategies;Third,in the distribution of questions,the teachers give more chances to students who raise their hands in the front row to answer questions;In addition,some teachers do not leave enough time for students to think;Finally,after students answer questions,teachers give feedback,but the way of feedback lack of evaluation consciousness.The study also finds that the causes of these problems are: First of all,many teachers lack the theoretical knowledge of classroom questioning and they are not clear about the types of questions and the strategies of questioning;Secondly,teachers have insufficient understanding of the purpose of questioning and effective questioning;Finally,teachers allocate less time in the aspect of designing question,which reduces the effectiveness of teacher questioning.According to the research results,this paper provides some suggestions for junior high school English teachers' questioning in order to improve the quality of teacher questioning.