A Study On The Influence Of The Types Of Questions Asked By Teachers In Junior High School English Classrooms On Students' Response Participation

The new curriculum reform emphasizes students' subjectivity and advocates students to actively participate in classroom teaching.Teachers' questioning and students' answering are the main forms of classroom interaction.Therefore,teachers' questioning can affect students' answering involvement.Although teachers' questioning types has gradually become one of the most important research fields both at home and abroad,there is still insufficient discussion about the influence of teachers' questioning types on students' answering involvement.Based on Constructionist Learning Theory and Student Involvement Theory,two classes of grade eight in a middle school in Shandong Province were studied by qualitative and quantitative research methods.With the help of SPSS 22.0 and Excel software to organize and analyze the data of classroom observation,questionnaires and interviews,the study tries to discuss the following three research questions:(1)What are the frequency and types of teachers' questioning in junior middle school English classes?(2)How do teachers' display questions influence students' answering involvement?(3)How do teachers' referential questions influence students' answering involvement?The major findings are as follows:(1)Teachers ask too many questions in English classes,and the types of questioning are unevenly distributed.Display questions play a leading role in classroom questioning,while the frequency of referential questions is relatively low.(2)When teachers ask display questions,most students tend to answer questions in chorus,assisted by roll call and volunteering.The structure of students' answering is relatively simple,mainly incomplete sentences and simple sentences,rarely using compound sentences.(3)Students prefer to answer referential questions by roll call and volunteering.And the structure of students' answering is basically simple sentences.Compared to answering display questions,the frequency of using compound sentences to answer referential questions is significantly higher,and the answering words of referential questions are much more.To sum up,this study basically achieves the research purpose,which can provide beneficial enlightenment for improving teachers' questioning and promoting students' classroom involvement.However,due to the limitations of time and conditions,this dissertation still has some shortcomings,like a small number of research objects.Therefore,many aspects of English teachers' classroom questioning need to be further studied and discussed.