A Study On Teachers’ Classroom Questioning In Primary School English High-quality Reading Class

Teachers’ classroom questioning is generally considered as the most common interaction form between teachers and students while reading instruction is of great significance in primary school English instruction.There are numerous scholars and researchers who have devoted themselves to studying teachers’ classroom questioning in the regular reading class of high school or middle school,but few have focused on teachers’classroom questioning in primary school English high-quality reading classFor the purpose of enriching this field,this study is undertaken to explore teachers’classroom questioning in primary school English high-quality reading class through video observation and interview.The research questions addressed in this paper are:1.What questioning forms(In Chorus,Volunteering,Teachers’ Self-answering Appointing and No Answering)do the teachers employ in primary school English high-quality reading class?What is the respective frequency of these questioning forms?1)What questioning forms do the teachers employ during the pre-reading stage?What is the respective frequency of these questioning forms?2)What questioning forms do the teachers employ during the while-reading stage?What is the respective frequency of these questioning forms?3)What questioning forms do the teachers employ during the post-reading stage?What is the respective frequency of these questioning forms?2.What question types(Display Questions and Referential Questions)do the teachers employ in primary school English high-quality reading class?What is the respective frequency of these question types?1)What question types do the teachers employ during the pre-reading stage?What is the respective frequency of these question types?2)What question types do the teachers employ during the while-reading stage?What is the respective frequency of these question types?3)What question types do the teachers employ during the post-reading stage?What is the respective frequency of these question types?The videos of the fifteen reading classes of the ninth primary school English high-quality class in 2018 are chosen as the research materials.The research subjects include 11 female teachers and 4 male teachers.The researcher focuses on the questioning forms and question types employed by the teacher during the pre-reading stage,while-reading stage and post-reading stage respectively of each class as well as the frequency of these questioning forms and question types by conducting video observation of the 15 primary school English high-quality reading classes.Then,the data is processed by Excel.The researcher also carries out a structured interview with the 5 teachers being selected from the teachers in the 15 high-quality reading classes.The interview is conducted in Chinese and the whole process is recorded.Afterwards,the interview results are transcribed into English.And then,the transcriptions of the interview are analyzed carefully.Based on the detailed analysis of the data obtained from the video observation and the interview,the major findings are summarized as followsFirstly,the teachers employ four questioning forms including In Chorus,Volunteering,Teachers’ Self-answering and Appointing in primary school English high-quality reading class.During the pre-reading stage,In Chorus(48.39%)comes the first,followed by Volunteering(45.88%).Teachers’ Self-answering(2.87%)and Appointing(2.87%)tend to be the least frequently used questioning forms.During the while-reading stage,Volunteering(56.68%)ranks the first,and In Chorus(37.93%)comes next.Appointing(3.34%)and Teachers’ Self-answering(2.05%)are not preferred by the teachers.During the post-reading stage,both Volunteering(46.96%)and In Chorus(45.34%)are popular among the teachers While Appointing(4.45%)and Teachers’ Self-answering(3.24%)are seldom employed by the teachers.Secondly,the teachers employ both Display Questions and Referential Questions in primary school English high-quality reading class.During the pre-reading stage,Display Questions(53.54%)are adopted more frequently than Referential Questions(46.46%).During the while-reading stage,Display Questions(61.76%)are also more preferred by the teachers than Referential Questions(38.24%).During the post-reading stage,Referential Questions(65.89%)are more popular among the teachers than Display Questions(34.1 1%).Based on the findings above,this thesis summarizes some pedagogical implications for teachers.Teachers should conduct effective classroom questioning,design questions based on the features of each reading stage,raise questions which are suitable for students’ current language level and give equal emphasis to both Referential Questions and Display Ouestions Besides,they should motivate students’ learning interest by different questioning forms and question types so as to promote students’language output.