A Comparative Study Of Teachers' Questioning In Junior Middle School

English Curriculum Standards emphasizes teacher-student interaction,and interaction and dialogue.Hence classroom questioning has become an important means to implement teacher-student interaction.Efficient classroom questioning can stimulate students' creative thinking and encourage students to think independently.Based on Krashen's comprehensible input hypothesis,Swain's comprehensible output hypothesis and Long's interaction hypothesis,and by means of classroom observation,video recording and questionnaire,this research aimed at a comparative study of the effectiveness of English teachers' classroom questioning between bilingual junior schools and non-bilingual junior schools from five aspects: the total quantity of questions,the classifications of questions,distribution of questions,wait-time and teachers' feedback.Finding indicate that(1)The total amount of questions of bilingual school is much lower than that of non-bilingual school.(2)Both bilingual and non-bilingual school teachers employ display questions far more frequently,but Non-bilingual school teachers are more willing to use the display questions than bilingual school teachers.(3)Bilingual school students tend to voluntarily raise their hands to answer questions while nonbilingual school students are appointed by the teacher.(4)As for the wait-time,bilingual school teachers' wait-time is shorter than that of the non-bilingual school teachers.Students can achieve full participation,and most of the bilingual classes can go on smoothly.Through observation,it can be seen that too much wait-time doesn't help solve the problem.Wait-time is affected by the type of questions and the difficulty of the questions.(5)All the teachers tend to use positive feedbacks more often than negative feedbacks.The percentage of feedback in bilingual school is much higher than that in nonbilingual school.Teachers in bilingual schools used more strategies,such as praise and evaluation and eliciting students' self-correction.Non-bilingual school teachers are more likely to use strategies,such as simple praise and error correct.When students made mistakes,non-bilingual school teachers would interrupt them immediately and correct it.Comparatively,the bilingual school teachers would give students more time and inspire students' self-correction by probing.(6)most bilingual school students think the teachers' questions have a great effect on English learning.They oppose sudden questions without preparation and prefer teacher to ask questions in the way of naming.They are willing to answer the questions by raising up their hands voluntarily.Compared to bilingual school students,most non-bilingual school students think the teachers' questions have no effect on English learning and accept sudden question.They prefer to answer the questions by appointed according to the seat.(7)Students would definitely be in favor of referential questions rather than display questions.(8)Their favorite wait-time is 3-5 seconds.Based on the research findings,the thesis proposes some suggestions on classroom questioning in junior high school English,hoping that English teachers will pay attention to the role of classroom questioning,make great efforts to improve language literacy,optimize the quality of classroom teaching,and promote students' language acquisition.