A Study Of The Effect Of Teachers’ Questioning On Students’ Anxiety In Secondary Vocational English Classroom

Among the emotional factors affecting language learning,anxiety is considered as one of the most mood disorder to language learning,which has a significant impact on English learning.Teachers’ questioning is an important component of teachers’ classroom behavior and is the primary means for teachers and students to communicate effectively in class.In the process of asking questions in English classroom,most students have emotional anxiety due to inappropriate questioning,which affects not only their academic performance,but also their physical and mental health.However,appropriate questioning can not only focus students’ attention,but also help alleviate their classroom anxiety.Therefore,teachers should adopt appropriate questioning methods to alleviate students’ anxiety on the basis of a comprehensive understanding of the actual situation of students,and create a relaxed and pleasant classroom questioning atmosphere for students.At present,domestic and foreign studies on the correlation between teachers’ questioning and students’ classroom anxiety mainly focus on middle school,high school and college groups,while few studies are related to secondary school students.Based on Krashen’s the affective filter hypothesis,the input hypothesis and the theory of humanistic psychology,this thesis deeply investigates the influence of teachers’ questioning on secondary school student’s English classroom anxiety around the following three core questions,aiming to provide teaching enlightenment and suggestions for secondary school English teachers on how to alleviate students’ anxiety when asking questions in class.With the help of the questionnaire,classroom observation and interview,this study takes 130 non-English majors and three teachers from a Aviation Technical College in Lanzhou City as the research participants,attempting to explore:1.Which types of teachers’ questioning can cause students’ English classroom anxiety?2.What are the performances of students’ anxiety caused by teacher’s questioning?3.Which types of teachers’ questioning can relieve students’ English classroom anxiety?The main conclusions are as follows:（1）Teachers’ questioning in secondary vocational school can indeed cause students’ anxiety and the overall anxiety level is above-average;（2）The types of questions that can cause anxiety of students are referential questions,open questions,high-level questions and nexus question;（3）Questions such as display question,closed questions,low-level questions and x-questions can reduce students’ anxiety;（4）Students’ anxiety is mainly reflected in language aspects and body movements;（5）In addition to teacher questioning factors,students’ anxiety is related to randomly question,nominating and the level of difficulty.However,teachers’ positive feedback and answering after discussion can relieve anxiety.Based on the analysis and discussion of the survey,the following suggestions are put forward for teachers and students in the classroom questioning of secondary vocational English teaching combining with the actual teaching situation:For teachers:（1）maintaining the cordial and friendly attitude and creating relaxing classroom atmosphere;（2）asking questions of moderate difficult;（3）improving the effectiveness of questions with reasonableness,interest,hierarchy,and enlightenment.For students:（1）confronting the prevalence of anxiety;（2）changing the concept of learning and adjusting the learning method;（3）developing reasonable learning objectives and plans.