An Investigation Of Classroom Questioning In Senior High School English Teaching

Classroom questioning is an important skill as well as a teaching means that teachers usually adopt in their teaching.And it is also one of the most common ways that teachers use in their classroom teaching for interaction with their students.Furthermore,the quality of classroom questioning will directly affect the quality of classroom teaching.However,the research and understanding of classroom questioning by domestic educators are not adequate,and not until the early 20 th century it began to attract the attention of domestic scholars.The review of the previous studies on classroom questioning show that quite a few researches have been conducted with universities as research subjects,but few have been found on senior high schools.There are many problems that need to be solved in the light of the current utilization of English classroom questioning in English classroom teaching.Therefore,the study of classroom questioning in English classroom of senior high school is of practical significance.Guided by the input hypothesis,the output hypothesis and the interaction hypothesis,this study investigates the application of classroom questioning in English classroom teaching of senior high school and puts forward the following research questions:1.What is the current situation of classroom questioning in English class in senior high school?2.What are the major problems existing in classroom questioning in English class in senior high school?3.What are the positive effects of effective classroom questioning on students' learning?This study chooses four English teachers and 250 students in Zhengzhou No.2 Middle School as subjects.Classroom observation,questionnaires and interviews are the chief instruments used to investigate the classroom questioning situation.The present study observes the English classes of four English teachers and interviews them in person and surveys 250 students in their classes.Then are followed the collection,analysis and discussion of the data.The results of the study show that:(1)the present situation of questioning in the English classroom of Zhengzhou No.2 Middle School is as follows:(i)the type of classroom questioning is single.(ii)The way of classroom questioning in class is relatively fixed,the way of questioning is often collective,but the voluntary answer is relatively few;(?)the waiting time for classroom questioning is not sufficient.(iv)The utilization of classroom questioning strategies is relatively few.Repeating and translating are relatively common strategies,while prompting and probing are not often adopted;(v)the feedback and evaluation of classroom questioning are not abundant and specific.(2)Teachers do have some problems in the process of classroom questioning in English classroom,which are chiefly reflected in the types of questioning,the way of questioning and waiting time,the questioning strategies and teachers' feedback.(3)Effective classroom questioning has some positive effects on students' learning.For instance,enlightening classroom questioning can expand students' thinking space,arouse students' enthusiasm for learning and stimulate students' desire to seek knowledge.This study consists of five chapters.The first chapter is the related introduction of this research topic.Chapter Two shows some literature related to classroom questioning.The third chapter is the research and design of this topic;and the fourth chapter is the analysis and discussion of the design of the previous chapter.Finally,the last chapter is a conclusion of this study.Hence,this thesis hopes to provide some suggestions and guidance for the study of English classroom questioning in senior high school,so as to improve the quality of English teaching in senior high school.