A Comparative Study Of Classroom Questioning Strategies Between Novice And Experienced English Teachers In Junior Middle Schools In XinJiang

Class questioning is the most common way for teachers and students to interact in English classrooms.An effective classroom questioning strategy can not only promote students’ in-depth thinking in English classroom,but also enhance students’ sense of classroom participation,so that the whole class can achieve better teaching effect.However,even experienced teachers often have problems with pre-class design and in-class questioning strategies.Most of the current research is based on classroom questioning strategies and ignores the pre-class design steps,and few people take teachers in Xinjiang as the research object.Therefore,this study took two novice teachers and two experienced teachers from the X Middle School in Urumqi,Xinjiang as the research objects.It lasted for more than three months.Through classroom observation and interviews,the following two questions were studied:(1)What is the difference between novice teachers and experienced teachers in the pre-class question design section?(2)What are the similarities and differences in classroom questioning strategies between novice and experienced teachers in Xinjiang?(in terms of waiting time,answering methods,and teacher’s feedback?)The study results showed that the following:(1)In the issue of pre-class design,neither novice nor experienced teachers paid enough attention,nor did they incorporate too many teachers’ own independent thinking.However,novice teachers usually spend more time on pre-class designs than experienced teachers.(2)Novice teachers tend to use display questions,experienced English teachers are better at using reference questions;novice teachers like the whole class to answer questions in chorus, experience teachers use more is to appoint students to answer and encourage students to voluntarily answer questions;novice English teachers leave students a short waiting time to think and answer questions,the experienced teachers will give students longer time to think according to the difficulty of the question;novice teachers tend to give students simple feedback,experienced English teachers will repeat or guide the students to correct their answers by themselves,in order to give a more targeted feedback.Based on the above conclusions,the author put forward the following suggestions: both novice teachers and experienced teachers should pay more attention to pre-class design and spend more time;novice teachers should take more measures to appoint students to answer questions and encourage students to voluntarily answer questions.Both types of teachers should add more reference questions on the premise that the classroom is dominated by display questions;novice teachers should give students more time to think after asking questions;novice teachers should give more effective feedback after students answer questions.