A Research On The Effectiveness Of The Teachers' Questioning In Junior High School

To conduct effective English teaching,effective classroom questioning is essential.Questioning is a convenient,flexible and economical teaching method.With effective classroom questioning,teachers will attract students' interest in the class,connect new and old knowledge,lead the students into the new lesson,guide students to learn,to think and even to create,increase students' language input,promote students' language output and so on.In this study,nine English teachers in S School in Shenzhen and the corresponding18 teaching classes were taken as the research object.Krashen's input hypothesis,Long's interaction hypothesis,Swain's output hypothesis,as well as Vygotsky's ZPD theory,were employed to support the study.LICC classroom observation paradigm is an effective way to conduct quantitative observation.It consists of 4 dimensions,20 perspectives,and 68 observation points.Combined with the current characteristics of English subject,this study mainly adopts 3 dimensions(teacher teaching,student learning and classroom culture)and to develop a classroom observation scale.On the other hand,with the help of questionnaires and interviews with teachers and students,the current characteristics of English teachers' questioning in junior high school was observed and analyzed to see whether they are effective,and then,based on the results of analysis,this paper gives suggestions on how to improve the effectiveness of junior high school teachers' questioning.Based on the analysis,the characteristics of current English teachers' questioning in junior high school are as follows: Being not related to the content of the lesson,most of the questions asked before class are invalid;most of the objectives of teacher's questioning is to develop language ability,few attention was paid to cultural awareness,thinking quality and learning ability;the ratio of higher-order to lower-order questions is unreasonable;most of the questions are distributed to groups and the whole class,volunteer and nomination are few;most of the wait time is too short,which does not meet the expectations of some students,and young teachers do not realize the importance of wait time;in terms of expressions,teachers think that their statements are clear,which is contradictory to the results of the student's questionnaires;teachers' feedback after questioning needs improvements;the reflection after class is not systematic and scientific enough.After analysis,implications are given in terms of the problems found in the study,hoping to be helpful for English teachers in junior high school to improve classroom questioning.