A Study Of English Class Questioning In Senior High School From The Perspective Of Pragmatics

Questioning is the main component of classroom teaching and it is an important teaching means.In China,English is spoken as a foreign language and students learn it in the classroom.It is difficult to find an English-speaking environment outside the classroom.Therefore,classrooms become the main place for students to learn English and communicate in English.And classroom interactions are mainly done by both teachers' questions and students' answers.Classroom questioning can stimulate students' thinking and provide the communication between teachers and students.So classroom questioning plays an important role in foreign language acquisition.This requires us to explore the communication intention of classroom questioning beyond itself.The following research questions are analyzed and discussed in this thesis.1.What are the characteristics of questioning in senior high school English class?2.What are the problems in questioning in senior high school English class?3.How to improve the classroom questioning strategies of senior high school English teachers?There are three research methods adopted in this study,which are classroom observation,questionnaire and interview.In this thesis,the author selected 30 classes of 5 teachers to observe and take down the questioning types,questioning strategies and teachers' feedback during the classes.And then the author chooses one unit as the research content of each teacher.After that,200 students are taken as the samples of a questionnaire and 5 teachers are required to make the teachers' questionnaire and interview and then a quantitative analysis of the data is made.Through analysis of current situation of classroom questioning in the senior high school and the characteristics from the aspect of pragmatics,this thesis aims at putting forward questioning strategies to promote teacher's classroom questioning skills.The research findings are as follows: classroom questioning in the senior high school presents following characteristics:(1)the proportion of display questions and referential questions is not inappropriate;(2)questioning strategies is not balanced and single;(3)teachers' feedback is too superficial;(4)the function of most of the questions in class is consolidating knowledge.The function of most of the questions in class is consolidating knowledge.Teachers put the vocabulary teaching and grammar points into the first place and don't pay much attention on the communication intention of questioning.The communicative intention of the classroom questioning is not only to obtain the expected answer,but also reflects its significance in many aspects:(1)the questions proportion should be designed appropriately;(2)equality helps to create a harmonious classroom learning atmosphere;(3)teachers' positive feedback with detail explanation can increase the chance of communication between teachers and students;(4)questioning strategies especially probing and prompting can make the class more unity and coherent and realize the real communication between teachers and students.