A Comparative Study Of Teacher Questioning In English Reading Classrooms Between Novice And Experienced Teachers In Junior High Schools

As an important component of classroom discourse,teacher questioning is an important means for establishing good interaction between teachers and students and thus improve teaching effect.Teacher questioning in English reading classrooms mainly refers to the questions purposefully asked by teachers to check and guide students' reading comprehension.Thus,the students can be better stimulated and guided to actively participate in the classroom activities.Optimizing teacher classroom questioning can better enhance students' interest in English reading classes and improve the quality and efficiency of English teaching.So far,both domestic and foreign scholars have obtained certain achievements in the study of teacher questioning,but subject-oriented comparative studies are relatively inadequate.Therefore,it is of both theoretical and practical significance for the author to conduct a comparative study on teacher questioning in reading classrooms between novice and experienced English teachers.The research participants in this study are two English teacher in Grade Three in a junior high school,one is a novice teacher and the other is an experienced one.The author observed and recorded the teaching process in reading classrooms of the teachers.The main research questions in this study can be briefly summarized as follows: in junior high school English reading classrooms,what are the similarities and differences in teacher questioning between novice and experienced teachers in the following four aspects: the classifications of teacher questioning,wait time,teacher questioning strategies and the ways of answering teacher questioning?The results show that in terms of classifications of teacher questioning,different kinds of teacher questioning are unevenly distributed in both of the novice and experienced teacher's reading classes;most of the questions are display questions,and meanwhile,evaluative and creative questions are rare,especially creative ones.The cognitive level of the novice teacher questioning is lower than that of the experiencedteacher;more than half of teacher questioning are simple remembering questions in the novice teacher's reading classrooms.In terms of wait time,after questioning,the novice teacher gives shorter wait time than the experienced teacher,and the experienced teacher usually gives students more than 10 seconds to wait after asking referential questions,while the novice teacher basically gives more than 3 seconds;both the novice and experienced teacher can use multiple questioning strategies in class,in contrast,the experienced teacher use more probing and promoting strategies than the novice one,and the novice teacher uses more explaining and probing strategies;in the ways of answering teacher questioning,both of the novice and experienced teachers mainly use the way of naming the student,and less use group-based way of answering,especially the experienced teacher.Based on the findings,the author put forward some suggestions as to how to enhance teacher questioning in English reading classes in junior high schools,expecting to further improve the teaching effect and efficiency of novice English teachers' reading classrooms.