A Study Of The Effect Of Teacher Questioning On Senior High School Students’ Interest In English Learning

Teacher questioning,as an important part of English teaching,plays a vital role in English teaching.It also can be seen as the link between the teacher and students,and an effective method to achieve teaching objectives.Teacher questioning can be used to test students’ knowledge,guide students’ reflection,expand students’ thinking and stimulate students’ interest.The English Curriculum Standards for General High School(2017)emphasizes the importance of cultivating the students’ emotion and attitude and stimulating their learning interest.This thesis studies teacher questioning to find the factors affecting the students’ learning interest,which can help teachers to further stimulate students’ learning interest by using teacher questioning.Based on Thorndike’s stimulus-response theory and Rogers’ humanism theory,this study is to explore the impact of teacher questioning on students’ learning interest.And this study mainly answers the following questions:(1)What is the feature of the distribution of questioning type in senior high school English classroom?(2)What is the students’ attitude towards teacher questioning?(3)What are the factors affecting the students’ learning interest in teacher questioning? Using classroom observation,questionnaire and interview,this study,from September 2019 to January 2020,selects four English teachers from The Affiliated Middle School of Henan Normal University and their students as research subjects.Classroom observation aims to record the questioning type,wait-time,feedback and the students’ answers.The questionnaire is conducted to understand students’ attitude towards teacher questioning and the factors affecting their learning interest.And the interview could be used to know teachers’ intention of designing questions and the students’ attitude towards teacher questioning.Through data analysis,the following conclusions are drawn.(1)Compared with other studies,the total number of questions is less,and the proportion of different questioning types is unbalance.The number of display questions which accounts for 70% of the whole questions is more than the number of referential questions.(2)The attitude of students towards teacher questioning is positive and most of them can understand the importance of teacher questioning.The students can find the sense of pleasure,achievement and value through teacher questioning.(3)According to the data,the primary factors related to teacher questioning which affect the students’ learning interest are questioning type,wait-time and teacher feedback.Compared to display questions,students prefer to answer referential questions.In addition,prolonging waittime can provide the students more space to think and explore.When teachers give feedback,positive feedback is better than negative feedback.There are considerable pedagogical implications of this research.In the process of English teaching,teachers should balance the proportion of different questioning types and increase the number of referential questions related to the special situation instead of using display questions mechanically.Then teachers could add wait-time,which can help students think deeply.Last but not least,teachers should apply positive feedback because encouraging and instructional words can deepen the students’ sense of pleasure and achievement.