A Study Of Questioning In Junior High School English Reading Class

As an important part of communication and interaction between teachers and students,classroom questioning plays an increasingly significant role in classroom teaching.Effective classroom questioning can help students understand and master knowledge well,stimulate their interest of learning,improve their capacity of language expression and communication,and help teachers organize classroom activities properly to enhance teaching effect.What's more,English reading classroom questioning in junior high schools is an important component of teaching,which is beneficial to promote the overall development of students.Therefore,the study of English reading classroom questioning in junior high schools is very necessary and urgent.The thesis is based on Constructivism Learning Theory,Humanistic Learning Theory,Comprehensible Input Hypothesis,Comprehensible Output Hypothesis,and Interaction Hypothesis.Taking Middle School A in Yantai as an example,by using questionnaire for students,interview for teachers and observation for English reading class,this thesis studies English reading classroom questioning in junior high schools to discuss the following three questions:(1)What's the current situation of English reading classroom questioning in junior high schools?(2)What are the problems existing in English reading classroom questioning in junior high schools?(3)In English reading class in junior high schools,what are the impacts of teachers' questioning types to the composition of students' answers and their enthusiasm of answering? According to the current situation and existing problems,some suggestions are provided in this thesis.The results of the study are as follows.(1)English reading classroom questioning in junior high schools is comparatively reasonable.The current situation is described from the following six aspects: the attitude of teachers and students to classroom questioning,the types of teachers' questions,the objects of questioning,waiting time,the skills of questioning and teachers' feedback.(2)The problems existing are as follows.Many students don't like to be questioned by teachers in the reading class;there are too many display questions,and the answers can usually be found in thetextbook;the waiting time is not sufficient and teachers' feedback is not specific and clear enough.(3)The types of teachers' questions influence the composition of students' answers and their enthusiasm of answering.Students usually use words or phrases to answer teachers' display questions or the questions about language knowledge.They don't often use complete sentences,especially the complex sentences,and neither do they have strong enthusiasm to answer.But for teachers' referential questions,comprehensive questions or commonsense questions,students usually use simple sentences to answer them.They seldom use complex sentences and have a higher enthusiasm to answer referential questions or commonsense questions.To sum up,in order to improve the quality of English reading classroom questioning and English teaching in junior high schools,some referential suggestions to teachers and students are given,which may help English reading teaching in junior high schools in some aspects.