A Comparative Study On English Teachers' Classroom Questioning Between Novice And Expert Teachers In Junior High School

Classroom questioning is not only a way of information exchange between teachers and students,but also an important source of students' foreign language knowledge input.High-quality classroom questioning can improve teachers' teaching behavior,increase students' participation in the classroom,stimulate students' interest in learning,promote communication and interaction between teachers and students,thus improving students' communicative competence.Therefore,the study of teachers' classroom questioning is of great significance.At present,there are more empirical studies and fewer theoretical studies on teachers' classroom questioning in China.In recent years,the comparative studies of classroom questioning between novice English teachers and expert English teachers in junior high schools have attracted much attention.Based on the theory of output hypothesis and interactive communication hypothesis,this study takes 4 English teachers and their students in no.6 junior high school YiNing City as the research subjects.And this study adopts the research methods of classroom observation and interview from six dimensions of questioning types,waiting time,questioning distribution,answering forms,questioning skills,feedback to investigate the current situation of junior high school English teachers.At the same time,by comparing the classroom questioning of novice teachers and expert teachers,the differences between them were found.Thus,this study expects to provide referential teaching revelation and improve the efficiency of classroom questioning for junior high school English teachers.This study raises two research questions:1.What is the current situation of English teachers' questioning in junior high schools?2.Are there any differences between novice teachers' classroom questioning and expert teachers' classroom questioning? If so,what are the differences?The author observed and recorded 12 lessons,analyzed the data through transcription and coding,and combined with interviews,drew the following conclusions: 1.teachers tend to ask display questions;teachers' waiting time after questioning mostly concentrates on 3s-5s;teachers' questioning are mainly distributed in the front and middle rows;teachers' positive feedback to students is higher than negative feedback;the questioning skills of repetition and guiding are most common used;teachers' questioning ways are mainly answered in chorus.2.There is no obvious difference between novice teachers and expert teachers in questioning types--display questions are more than referential questions;expert teachers tend to leave appropriate waiting time for students,and expert teachers' waiting time of three to five seconds is higher than novice teachers;novice teachers use roll-call answering more frequently than expert teachers;novice teachers use positive feedback and negative feedback higher than expert teachers;the repetition and guiding skills of expert teachers are slightly higher than those of novice teachers.Based on the above findings,the author proposes the following pedagogical implications for junior high school English teachers' classroom questioning: 1.Teachers should increase the proportion of referential questions and give students appropriate waiting time,expand the spatial distribution of questioning.Teachers also should and use feedback reasonably,use a variety of questioning skills and enrich the questioning forms.2.Novice teachers should learn teaching experience from expert teachers,extend the waiting time,give students enough time to think,reduce self-answering and encourage students to answer voluntarily.Novice teachers also should use feedback reasonably to improve students' learning enthusiasm,use more questioning skills and improve the quality of questioning.Novice teachers and expert teachers should optimize questioning types and increase the proportion of referential questioning.