An Investigation On The Relationship Between Senior High School English Teachers’ Beliefs And Teaching Behaviors About Classroom Questioning

As the research on foreign language teaching deepens,the relationship between teachers’ beliefs and teaching behaviors has emerged as a hot research issue.As a teaching activity which has a critical impact on both teachers’ teaching and students’ learning,classroom questioning has also been widely concerned.However,the existing studies on the relationship between teachers’ beliefs and teaching behaviors regarding classroom questioning are still scare,with some limitations in research subjects,methods and aspects.Therefore,it is necessary to conduct in-depth researches on the relationship between senior high school English teachers’ beliefs and teaching behaviors about classroom questioning.Based on the Input Hypothesis,Theory of Language Teacher Cognition and Theory of Planned Behavior,the study explores the relationship between senior high school English teachers’ beliefs and teaching behaviors about classroom questioning by taking English teachers from three high schools as subjects and by using questionnaire,interview and classroom observation.The study focuses on three questions: 1)What beliefs and teaching behaviors about classroom questioning do senior high school English teachers have? 2)What is the relationship between senior high school English teachers’ beliefs and teaching behaviors about classroom questioning? 3)What are the factors influencing the relationship between senior high school English teachers’ beliefs and teaching behaviors about classroom questioning?The study finds: 1)Senior high school English teachers have positive beliefs and teaching behaviors about classroom questioning in terms of question types,question modification and teachers’ feedback.Teachers believe in the importance of asking different types of questions,adopting various question modifications as well as giving students appropriate feedback,and strive to practise their positive beliefs.2)Both consistency and inconsistency exist in the relationship between senior high school English teachers’ beliefs and teaching behaviors about classroom questioning.The consistency is reflected in the relationship between teachers’ beliefs and teaching behaviors about five points: the role of display and referential questions in students’ English learning,the importance of question modification,the use of question modifications,the importance of feedback and the use of negative feedback.The inconsistency is embodied in the relationship between teachers’ beliefs and teaching behaviors about two points: the quantity distribution of display and referential questions,and the use of positive feedback.3)Both internal factors(including teachers’ knowledge and teaching experience)and external factors(including students’ English proficiency,teaching contents,time limitation,the pressure of exams,the influence of colleagues and school management)influence the relationship between senior high school English teachers’ beliefs and teaching behaviors about classroom questioning.Students’ English proficiency and time limitation exert the most significant influence on the relationship.In view of the research results,some suggestions are proposed to improve teachers’ beliefs and teaching behaviors about classroom questioning.Firstly,teachers should reflect on and optimize their beliefs and teaching behaviors,paying much attention to the renewal of teaching concepts and efficient application of classroom questioning.Secondly,school authorities should organize training activities regularly to improve teachers’ teaching effect and professional development.It is hoped that this study will not only provide teachers with some help in their teaching,but also provide some references for future researches on classroom questioning,teachers’ beliefs and teaching behaviors.