A Study On The Correlation Between English Teacher’s Teaching Efficacy And Teacher’s Questioning Behaviors In English Class Of Junior High School

At present,there is a new trend of curriculum reform in basic education in China,which is also a further test for teachers’ practitioners.The academic circle is always exploring the teaching behaviors and beliefs of practitioners.Especially the teaching research of basic education,which is trying to provide practical help and suggestions to the teaching of front-line teachers through research.Moreover,to better promote the development of quality-oriented education in China.It is worth mentioning that there are more and more researches on teachers’ teaching belief,especially on the research of teaching efficacy.However,this kind of research instead focusing on junior middle school teachers in particular,but on college and high school teachers.There have been a lot of researches on teachers’ teaching behavior,especially teachers’ classroom questioning behavior.But most of them focus on the status quo and strategies.They fail to combine teachers’ teaching efficacy with them,which leads to the lack of in-depth research on the relationship between the two.Therefore,the author took English teachers of a junior middle school in Nanning city as the research object during the internship.It aims to answer the following three questions :(1)what is the overall situation of teaching efficacy of English teachers in junior high schools?(2)what is the general situation of middle school English teachers’ questioning behavior in class?(3)what is the relationship between teachers’ teaching efficacy and their classroom questioning behavior? In this paper,two questionnaires will be used to carry out research on the above questions.Firstly,based on the teaching efficacy scale compiled by Yu Guoliang et al.(1995).This paper concentrates the essence and takes the key points.Among them,personal teaching efficacy and general teaching efficacy are two important subscales,which are also the starting point of this paper.The second questionnaire for teachers’ questions in class was prepared according to Yao Limin’s(2004)"teacher’s classroom teaching behavior scale",which was slightly revised.This questionnaire will focus on classroom questions,and investigate from their types,allocation,waiting time and feedback.Correspondingly,this method is also applied to the survey on the classroom questioning of junior middle school English teachers.Finally,the results of the survey will be combined with the results of theoverall observation in class,so as to better improve and analyze the data.Through investigation,this study preliminarily finds that the teaching efficacy of English teachers in junior middle schools is at a high level and their classroom questioning behavior is in a good state on the whole.Moreover,the two are positively correlated.At the same time,combined with the results of classroom observation,it can be seen that teachers in different levels of efficacy groups will have completely different effects on the types,levels,feedback,and choice of subjects to answer questions in class.In view of the above problems,this paper will focus on the grasp and improvement of the teaching efficiency of junior middle school English teachers,as well as the standardization and improvement of classroom questioning behavior,and provide constructive suggestions.This paper first gives suggestions on how to improve the teaching effectiveness of junior high school English teachers from the individual,school and social levels,and then proposes suggestions on how to improve the effectiveness of classroom questioning from the four dimensions of classroom questioning.