A Study Of Questioning Strategies In English Reading Teaching In The Primary School In Rural-Urban Fringe

Questioning is an indispensable part of classroom teaching,and an important method that teachers can input,transfer and share information with students.At present,there are a lot of researches on questioning strategies at home and abroad,and great achievements have been made.However,limited attention has been given to primary schools in the rural-urban fringe.Based on the theory of Constructivism,the Input Hypothesis and Swain's Output Hypothesis,the author observes and analyzes the collected data from Bi Guiyuan Primary School and Lvdi Experimental Primary School.The research aims to summarize the main characteristics on questioning,existing problems,analyze the reasons behind the problems and put forward corresponding suggestions to improve the effectiveness of questioning in the rural-urban fringe.The study adopts the methods of classroom observation,interview and questionnaire to explore the following questions:(1)What are the features and major problems of teachers' application of questioning strategies in English reading class in primary school in the rural-urban fringe?(2)What are the factors influencing primary school English teachers' application of questioning strategies in English reading class in the rural-urban fringe?In view of the above research questions,the author did one-semester research.The author did a survey on questioning strategies in Bi Guiyuan Primary School and Lvdi Experimental Primary School.These two schools are located in the rural-urban fringe of Yingjiang District,Anqing.The author randomly chose 205 students,20 English teachers from the two selected primary schools to conduct a questionnaire survey.The author also observed four reading classes and recorded some detailed information.Besides,the author interviewed the four teachers.Subsequently,the data was classified and analyzed from different aspects.The purpose of the study is to provide some references and advice for English teachers in reading teaching.The results of this research indicate that the lack of strategy in questioning is common in primary schools English reading classes.It is found that many teachers do not make enough preparations for the reading class.The teachers seldom consider students' cognitive level and emotional factors when questioning.They do not give specific feedback to students and so on.What's more,the main factors that affect the application of teacher questioning strategies are as follows: teachers' different teaching style and educational background,students' language level and response.In view of the above problems,this study suggests that: Firstly,teachers should renew their educational concepts and participate in teacher training on related topics;secondly,they should use various questioning strategies according to the actual teaching.It can improve students' language output and thinking ability;thirdly,we should control the waiting time reasonably and give appropriate feedback to keep students' learning motivation and so on.However,there are shortcomings in this study.First of all,the data collected in the study is limited owing to the limited research conditions.It is better to increase the number of subjects to make the results more credible.Secondly,the obtained data have not been analyzed deeply yet due to the author's limited theoretical and professional knowledge.It is worthy to make further study of the effective application of questioning strategies in English reading class in primary schools in the rural-urban fringe.