Research On Strategies Of Classroom Questioning Based On Pupils’ Interests In English Learning

With the advent of economic globalization and the proposition for community of a shared future for the world,China has taken on more and more important responsibilities internationally.As a universally popular language in the world,English has become an important communication tool.For its importance to promote different cultural communication and understanding between China and other countries as a language tool,the importance of English learning is self-evident.Since the Ministry of Education issued the New English Curriculum Standards in 2002,more and more regions have opened English lessons in primary school.According to the new national curriculum standards,it is the main task for primary English education to improve students’ interest in English.Classroom teaching is an important way for students to acquire knowledge and abilities,in which,teachers’ questions and students’ answers are the fundament for interaction of teachers and students.Appropriate types and difficulties of questions,different ways for calling-answers and feedbacks in classroom teaching can not only promote the course progress and activate the classroom atmosphere effectively,but also promote students ’ deep thinking,and then stimulate students’ interest in English learning,which reflects the student’s subjective role in the teacher-student interaction in the teaching process.Based on the relevant theories of second language acquisition and humanistic learning theory,this paper explores whether there is an inevitable connection between teachers ’classroom questioning and students’ interest in English learning through methods of classroom observation,questionnaires,and interviews for teachers and students.The main research questions are as follows: At first,how is the classroom questioning of English teachers in primary schools? Second,what are the relevancies of English teachers’ classroom questioning to students of different genders,grades,and academic achievements? And what kinds of strategies can be put forward to stimulate pupils’ interests in learning?For the conclusion,the empirical research observes and records the practice classroom with the same topic and lesson,the first lesson of the Unit four "what can you do?",of two English teachers in Wenshan Experimental Primary School in Yunnan Province.Meanwhile,conducts a questionnaire survey among 200 students in the fourth to sixth grades of the school,and interviews 6 English teachers and students in different regions,then obtains research results and analyses relevant data.The study found that teachers’ questions in class have improved actually compared with the previous “spoonfed questions".Teachers have a stronger sense of "student center",but there are still some problems in actual classroom teaching.The research results show that the opportunity,different types and difficulties of questioning,calling for answer and feedbacks of teachers have significant correlations with students’ interest in English learning,which mainly affects students’ value recognition,emotional tendency,attention input,and extracurricular development and application in English learning.Teachers ’responses to classroom questions and feedbacks have a greater impact on girls than boys.Girls are more sensitive to teachers’ words and attitudes,and they are more prefer to inspiring responses and feedbacks.For students with different academic performances,there is a significant difference in cognization and attitudes about classroom questions;the types and difficulties of teachers’ questions,call answering,responses and feedbacks have different effects on students with different academic performances.Actually,students can easily perceive teachers’ different attitudes and words to different students in the classroom.In addition,from the perspective of students,there is no significant difference in interest in English movies and songs,life-related topics in teacher questions can always attracts them as well.Therefore,teachers ’questions in classroom can be improved in several ways to stimulate students’ interest in English learning,as equal opportunities for answering and asking questions,appropriate questioning types,suitable and gradient problem difficulty,reasonable call answering methods,specific and diversity motivational answering and feedback,moreover,novel questions lining with students’ interests and lives are necessary.The most important thing is to eliminate external threats for students and create a classroom with security and free environment and atmosphere for students.This paper is divided into 7 sections,as,the introduction part,which mainly introduces the background and significance of the research,and reviews domestic and foreign relevant literatures,providing theoretical reference for this research after reviewing related researches on students’ interest in English learning as well as the influence of teachers’ questions in the class for students’ interest in English learning.Section of theoretical research mainly puts forward the relevant theoretical basis of this research and identifies the core concepts related to it.Based on the Interaction Hypothesis Theory and Affective Filter Hypothesis of second language acquisition,Humanistic Learning Theory and Theory of "Recent Development Zone"(from.Vygotsky),author researches related phenomena and explains conception of “teacher’s classroom questions” and “students’ interest in English learning”.The research design part introduces research questions,ideas and methods,selection of research objects,and compilation of research tools specifically.In this section,the research question is presented as follow: How does the teachers’ questioning going on? If the teacher’s classroom questioning related to students’ interest in English learning or not? If so,what correlations exist,and how to stimulate pupil’s interests in English learning by teachers’ questioning?Section of empirical survey and strategies are the focus of this paper The empirical survey and analysis introduce the results of the research,presenting the results of classroom observations,questionnaires and interview surveys,and analyzing and exploring the research results in detail.On this basis,conclusions were drawn after further analyzing and discussing on correction between teachers’ classroom questions and students’ interest in English learning,in addition,the influence of teachers’ questions on the learning interests of students of different genders,grades and academic achievements.Section of strategies gives some strategies for teachers’ questioning to stimulate pupil’s interests in English Learning,according to exist problems summarized from the experiment above.The conclusions after reviewing and summarizing content above,which makes a summary and puts forward the deficiencies of the research.