A Correlational Study On Classroom Passive Reticence And Teacher's Questioning Style In Junior High School English Reading Classes

Since the beginning of the 21st century,college English curriculum reform has laid more emphasis on the cultivation of students' core competence,which requires the change of the previous teaching mode of foreign language teachers' single "speech" to the teaching mode of cooperative research.In this context,how to involve students in classroom teaching,effectively improve the quality of teaching,and truly implement the development of students' core competence has become a hot topic and demand of contemporary education.As a kind of non-verbal communication in the teaching process,classroom reticence can be divided into positive reticence and passive reticence according to its functions.Positive reticence is an important part in students receiving,analyzing and thinking about the knowledge and questions taught by teachers.Passive reticence refers to the fact that students are always in a passive position in class.They don't ask questions,and they are not willing to express their ideas or opinions,which makes the classroom atmosphere lifeless and makes it difficult for teachers to organize classroom activities.As an important part of classroom activities,classroom questioning plays an important role in students' learning and practical activities.However,in actual teaching practice,most teachers' questions tend to be arbitrary or divorced from students' cognition,which affect the smooth progress of classroom activities.Classroom passive reticence not only affects the direct effect of classroom teaching,and even affects the cultivation of students' core competence,which is the main research content of this paper.This paper studies the phenomenon of passive reticence in class and teachers' strategies of questioning in class,which conforms to the requirements of English curriculum reform and emphasizes the two-way interactive teaching mode between students and teachers.In addition,from the perspective of teachers' questions,this paper analyzes the reasons that lead junior high school students to remain reticent in English class,so as to put forward some teaching suggestions,aiming at cultivating students' dominant position in teaching activities and effectively eliminating the passive reticence in class.There are two main research questions in this paper:1 What is the current situation of classroom reticence in the English reading class in junior high school?2 What kind of questioning methods lead to passive reticence in the classroom?Based on the above questions,this study mainly uses the questionnaire survey,classroom recording and interview methods to investigate the passive reticence phenomenon in the English class of junior high school,and selects three pre-service English teachers who had their internship at the key junior high school in Wuhan city.Through a 45-minute class of English new lessons from each of them,this study tries to understand the perceptions and attitudes of students and teachers in dealing with passive reticence in class questions and how to deal with them.In addition to the classroom recordings,this paper also distributed questionnaires to the classmates taught by the three teachers.The author distributed a total of 145 questionnaires,and the effective questionnaires were 138,aiming at investigating the reasons for students'reticence in the classroom,the students' opinions on teachers'classroom questions as well as their expectations on teachers' questions.Besides,interviews with three teachers can also complement the reasons behind passive reticence.Through investigation,it is found that,first of all,the current phenomenon of passive reticence in junior high school is widespread.Secondly,in the process of teachers' questioning,questioning type,answering object,waiting time after questioning,questioning skills and teachers' feedback after answering will lead to passive reticence in the classroom to varying degrees.Finally,by analyzing the classroom teacher's questions,it is found that the display questions is far more than the referential questions;the students' answers are mainly based on the collective answer and the nominating answer,the voluntary answer and the teacher's self-answering are less;the average waiting time of display question is 3.16 seconds,and the average waiting time of referential question is 7.38 seconds.The teacher's feedback is mainly based on ignorance,simple praise and repetition of answers;the questioning skills are mainly repeating,and other skills are less.Therefore,based on the above results,the author proposes a corresponding strategy from the perspective of teachers' classroom questions:firstly,questions should be designed variously so as to suit for students with different levels.Secondly,teachers should increase the waiting time after asking questions and give students more time to think actively.Thirdly,teachers should learn to use different questioning strategies to motivate students' language output.Finally,teachers' evaluation feedback should be more concrete.