| Many educational scientific researches show that classroom interaction is the key to English teaching,and the interaction between students and teachers is the core component of classroom interaction.In the process of classroom interaction,teacher’s questioning is an important channel and communication medium of classroom interaction,as well as the main teaching behavior to promote classroom interaction.It plays an irreplaceable role in classroom teaching and students’ language acquisition.This thesis focuses on the effects of classroom questioning by junior high school English teachers on classroom interaction.Based on the output theory and the theory of the Long interaction hypothesis,it mainly uses qualitative and quantitative research methods.The study takes six teachers and 300 students from an experimental middle school in Changsha City（42 classes in total）as the research participant,and uses classroom interaction analysis system to investigate and analyze the quality of classroom interaction in the form of classroom observation,questionnaire survey and interview,and recording transcripts,so as to investigate and study the influence of junior high school English classroom questions and classroom interaction,and answers the following questions: 1)In what ways did the classroom questioning of junior high school English teachers affect classroom interaction? 2)How can questioning in junior high school English classroom promote effective interaction in English classroom?Findings shows that the types of questions asked by teachers,the length of waiting time,the way of asking and answering questions,and the feedback questions have a certain impact on classroom interaction in the junior high school English classroom.The details are as follows: 1)Question type.Junior high school English teachers use far more demonstrative questions in class than reference questions,but the interactive effects caused by reference questions are better;2)Waiting time.For simple demonstrative questions,4-8 seconds is the most appropriate time for teachers to give students after asking questions,and the interaction effect is the best,while the waiting time for reference questions needs to be adjusted flexibly according to the actual situation in the classroom;3)The way of asking questions and answering questions.Teachers often adopt the way of collective answers and roll call answers,but encouraging students answering questions voluntarily is the best way to mobilize classroom interaction;4)Teacher’s feedback to students.Simple and general positive feedback cannot produce good results,and positive feedback with related adjuncts can bring more classroom interaction.Based on the above survey,this thesis is based on the output hypothesis and the Long interaction hypothesis theory,puts forward suggestions for optimizing classroom questioning from the perspective of promoting classroom interaction,mainly focuses on “what to ask”and “how to ask” in the junior high school English classroom,including scientific design questions,creating interactive situations;choosing suitable objects to promote benign interaction,controlling waiting time to strengthen interactive participation,and using positive feedback to increase interaction enthusiasm.In view of the current situation of classroom questioning,this thesis attempts to combine classroom questioning with English subjects,and aims to investigate the impact of junior high school English classroom questioning on classroom interaction,and proposes questioning strategies to promote classroom interactive teaching,so as to achieve effective classroom interaction and communication,and thus improve the efficiency and quality of classroom teaching. |
