An Interaction Theory-based Comparative Study Of Novice And Expert Teachers' Classroom Questioning In Senior High School

As the main part of classroom teaching,classroom questioning is the principal form for teachers to impart knowledge and interact with students.In recent years,many researchers study on teachers' classroom questioning from different perspectives.Most of them study on every segment of the classroom questioning combining with the interaction theory.They neglect to have a comparative study of classroom questioning between novice and expert teachers in the view of interaction theory.Therefore,on the basis of previous studies,this thesis tries to have a further research on the similarities and differences between novice and expert teachers' classroom questioning in senior high school based on interaction theory.It has certain theoretical significance and referential value for English teachers,especially for novice English teachers in senior high school,to improve their classroom questioning.The following two research questions are addressed:1.What are the similarities and differences between novice and expert teachers in classroom questioning?2.What causes the similarities and differences between novice and expert teachers in the perspective of interaction theory?This thesis takes four novice and expert English teachers from grade two of a senior high school in Shenyang as the research subject.The author does the research about two months and records eight lessons.The instruments are classroom observation and stimulated recalled interview,and then,the author collects the dataand analyzes it.According to the results of the research,the author obtains the following conclusion.1.In the types of classroom questioning,novice teachers prefer to ask the questions of remembering,and the cognitive level of the questions is low.2.In the ways of questioning,both novice and expert teachers like using chorus-answering.Novice teachers prefer to use nominating in classroom questioning.3.In the wait-time of classroom questioning,novice teachers give less wait-time to students after questioning than expert teachers.4.The factors of teachers,students,and environment cause the differences between novice and expert teachers in classroom questioning.At last,according to the above research results,the author gives some suggestions for further research.1.The research should enlarge the sample,and try to choose some similar subjects,so that the research will be more comprehensive and specific.2.In addition to the classroom questioning,other researchers can study the similarities and differences between novice and expert teachers in the perspective of pre-class questioning design.3.Other researchers can investigate which kind of classroom questioning students like,and which kind of classroom questioning can arouse students' interests in answering questions.