A Study On The Relationship Between Teachers' Questioning And English Classroom Interaction In High School

The interaction between teachers and students plays a vital role in the process of instruction,especially language subjects such as English,where there need more teachers' enlightenment and guidance,students' engagement and thinking as well as reciprocal teaching and learning.Classroom interaction is an effective method for students to acquire language.We regard teachers as leaders and take students as subject in the teaching process.In addition,it's very necessary for teachers to stimulate and encourage students.What is more,teachers' questioning is the momentous approach to achieve classroom interaction;the bond linking teachers and students;the catalyst helping students better digest the knowledge teachers refer to.Classroom questioning refers to that teachers set different but appropriate language communicative environment,with the purpose of dealing with problems and imparting knowledge to make students acquire the language communicative competence in the process of questioning and answering.New curriculum standards point out clearly in English classroom instruction:“Teachers are always supposed to take students as main characters and fully mobilize students' initiative and enthusiasm.What is more,it is believed that teachers take the responsibility for stimulating students' learning interest and passion so as to create a harmonious and relaxing learning atmosphere.” As a result,in order to have a deep understanding about the effect of teachers' questioning on classroom interaction,it's necessary for us to make some relative studies.This paper adopts the literature research method and the empirical research method.The writer takes the Input Hypothesis and the Output Hypothesis as well as the Interactive Hypothesis as the theoretical basis,observing and recording the class,taking three key factors such as teachers,students and classrooms into account to ensure the accuracy and credibility of the survey results.The study participantsconsist of four English teachers in a senior high school and classes they teach as well as a foreign teacher.The author recorded every teacher's question and every student's answer,as well as their classroom reflection and participation through sound recording,lectures,transcripts.In order to further understand the expectations and improvements of teachers and students and promote classroom interaction,the author conducted interviews and questionnaires for instructors and participated students to gain a deeper comprehension of the relationship between teachers' questioning and classroom interaction.According to the research objectives,the writer puts forward three research questions:(1)What is the current situation between teachers' questioning and classroom interaction?(2)How does teachers' questioning affect different aspects of classroom interaction?(3)How does teachers' questioning maximize classroom interaction ?Based on the qualitative and quantitative analysis,the paper analyzes the influence of teachers' questioning on English reading classroom interaction from the aspects of type,distribution,waiting time,strategy and feedback of teachers' questioning.In order to improve the effect of classroom interaction,promote more effectively teaching and learning,mobilize students' enthusiasm,furthermore,optimize the way of classroom questioning,activate classroom atmosphere,enhance students' self-confidence,and then build up students' English knowledge and skills so as to enhance the emotional integration between teachers and students,teachers are supposed to create more opportunities to use English for students.More importantly,teachers should spare no effect to avoid the demerits and take full advantage of merits of classroom questioning.It is expected that this study will provide some referential and hypothetical advice for English teachers and make appropriate application in classroom.