A Comparative Study Of Classroom Questioning Between Novice And Expert English Teachers In Primary Schools

Classroom questioning is an important part of classroom teaching.Through teachers' questioning,students can not only be involved into communication interaction,but also be encouraged to modify their own speech and make it comprehensive.Therefore,the research on teachers' questioning is of great importance for teaching.However,the study of teachers' classroom questioning mostly focuses on college or high school English class and seldom on primary school classroom.Meanwhile,there are few comparative studies of classroom questioning between different types of teachers.This research explores the differences and similarities of classroom questioning between novice teachers and expert teachers.The research questions are as follows:(1)What are the differences and similarities between novice and expert English teachers in terms of preparation of questioning before class,questioning types,answering ways,wait-time,teachers' feedback in class?(2)What are the differences and similarities between novice and expert English teachers in terms of teachers' self-reflection after class?In this study,the author selected two expert teachers and two novice teachers as research objects.The research objects are English teachers in Grade Five in a primary school.Based on the data analysis from classroom observation,recording,questionnaire and interview,we derived the following findings:(1)Expert and novice teachers have something in common.They use more display questions than referential questions.They tend to use chorus-answering and volunteering.They have provided students with enough wait time to answer questions.They tend to give simple praise and repeat students' answers.They don't attach importance to reflection after class.(2)Expert and novice teachers have some obvious differences in classroom questioning.First,expert teachers tend to design questions which promote students' critical thinking.Novice teachers spend more time thinking about phrasing of questions and teaching content.Second,expert teachers try to strike a balance between referential questions and display questions.Third,expert teachers use more volunteering while novice teachers use more chorus-answering.Last,novice teachersuse peer diagnostic reflection and self-retrospective frequently.Expert teachers use information reflective reflection frequently.Based on the major findings,the author puts forward some pedagogical implications:(1)Teachers should make more preparations for questioning before class.(2)Teachers should balance the ratio of display questions and referential questions.(3)Teachers should provide enough wait time for students.(4)Teachers should encourage students to volunteer to answer.(5)Teachers should give more targeted praise.(6)Teachers should have timely self-reflection.