To Promote The Study Of High School English Classroom Interaction "effective Questioning"

Successful teaching should be an interactive process so that students not only can learn knowledge in books from teachers but can put what they learned into practice. The traditional English teaching model places too much emphasis on the importance of teachers but ignores the leading status and initiative of students in the study. The traditional forced-feeding teaching model limits students'learning independence and initiative. Besides, there lacks exchange of information and communication among teachers and students in the traditional teaching model. As a result, students are accustomed to believing whatever teacher said and learning from teachers and they lose ability to question, creativity and chance to practice oral English. However, with the deepening of educational reforms, increasing importance has been attached to the learner-centered teaching theory and teaching model. To practice the students-oriented teaching approach, we should promote the classroom interaction and construct an interactive relationship between teachers and students, because only in an interactive classroom, can students develop capacity and habit of learning by themselves. As one of the most frequently employed teaching strategies, classroom questioning has become an effective means to promote interaction between teachers and students nowadays when self-regulated learning becomes the theme of education. English teachers employ questioning to provide input for students, guide the students to learn and think actively in the learning process and promote language acquisition so that students increase output in target language and effective teaching is realized.For years, classroom questioning has been one of the focuses in the field of language teaching research abroad and discussed by scholars from different angles (Ellis 1994). However, the related domestic researches in this field started very late, especially, the research which combines interactive teaching approach with effective questioning is rare.In the present paper, literary research and empirical research are employed. Specially speaking, firstly, the author uses a questionnaire and interviews to investigate the influence of questioning types, methods and strategies over classroom interaction. On the basis of former researches and analysis, the thesis intends to explore what teachers should question and how they question in order to promote classroom interaction and develop their language skills. In the thesis, the author tries to put forward some questioning strategies in the hope of giving some guidance to high school English teachers on how to improve questioning skills, enhance effectiveness of questioning and create an interactive classroom.