A Study Of The High School Students’ Perceptions Of And Responses To The English Teachers’ Classroom Questioning

This paper looks into the students’ perceptions of and responses to teachers’ questioning in the English classroom,to explore the differences between the actual and the students’expectations of English classroom questioning,whether this gap influences students’enthusiasm to participate in classroom questioning,and then analyze the causes for the gap and finally provide some suggestions for English teachers to improve the ways and effects of their questioning in particular and overall teaching effects in generalFor this purpose,this study sorts out the following research questions1.What are the high school students’ perceptions of teachers’ classroom questioning?2.What are the differences between the actual and students’ expectation of English classroom questioning and what influences do the differences exert on the students’enthusiasm to participate in classroom questioning?3.What are the main causes for the differences and possible suggestions for better questioning on the part of the teachers and more active class involvement on the part of the students?Under the guidance of the interactive hypothesis theory and via the research methods of observation,survey questionnaire and in-depth interview,this study has obtained the following research results:Firstly,from the four dimensions of grade,teacher-student relationship,students’ interest in English and self-assessment of English,it is true that about 30%high school students hold negative perceptions of teachers’ questioning and are reluctant to actively answer questions in their English classes.Secondly,according to the analysis with Chi-square test,the differences between the actual and the expected classroom questioning are obvious.The main manifestations are that high school students’ perceptions of and responses to English classroom questioning become more and more negative because of the increase of grade,the alienation of teacher-student relationship,the weakening of interest in English and the dropping of English achievement.And the differences exert on students’ enthusiasm to participate in classroom questioning influence students’ interests and their self-assessment in English.Thirdly,the statistics shows an impact on the enthusiasm of students in class participation,and the greater the difference is,the more negative attitudes the students have in classroom participation.Through the questionnaire and interview,it can be found that the teachers’ own reasons cause the main differences,such as poor health and mood,teaching pressure,or decreasing the questioning time to catch up with the teaching progress.This study suggests that teachers should pay more attention to students’ needs and reasonably distribute the types and difficulties of questions,appropriately extend the time,flexibly use questioning strategies and give positive feedbacks.Hopefully,the research findings of this study may be conducive to the teachers to design and carry out their classroom questioning in line with the needs of students’ mental and physical development,in order to improve students’ participation in class,improve the quality of teaching,and finally achieve mutual benefits between teachers and students.