| Classroom questioning has always been one of the most frequently used strategies as well as an art in English teaching (Taba, 1984). It is shown that classroom questioning is more used in English subject than in any other one, either in terms of person-time or questioning-frequency. At the same time, classroom questioning has obvious effects on inspecting students'study condition, training students'abilities of expressing themselves, arousing students'interest in exploring, improving students'level of thinking and stimulating teachers and students learn together. Therefore, the level of teachers'classroom questioning effectiveness determines the quality of teaching. Nonetheless, the English teachers actually have many problems and the erroneous zone to the questioning strategies application in the reality. The question design is not precise; the difficulty is inappropriate; the feedback is not sufficient and the function is not remarkable. These problems more or less all appear in the Senior English classes. The author takes the previous theories and research literature about classroom questioning strategies as its rationale, supposing that the utilization of Marylou Dantonio & Paul C. Beisenherz's Qu: Est questioning strategies can improve students'English scores and their interest in learning English.The present thesis intends to investigate the effect of the utilization of Marylou Dantonio & Paul C. Beisenherz's Qu: Est questioning strategies on senior students'English studies. This thesis attempts to answer the following research questions:(1)After the students in the experimental group received Qu: Est questioning strategies, are their scores of the posttest on English better than the scores of the students in the control group?(2) After the students practiced Qu: Est questioning strategies, do they develop stronger interest in English studies?To answer these questions, two methods are employed in this thesis: experiment and questionnaire. This research was taken in Shandong province, No. 2 Middle School from September 2010 to December 2010. Two classes in Grade 11 were chosen to make the experiment, Class 13 being the experimental class, and Class 14 being the control class. The author conducted Qu: Est questioning strategies in experimental class and the control class still followed the traditional way of teaching English by the same person. Before experiment, the author tested the students and maked some adoptions to let the students of two classes have the similar scores. After the experiment, the author tested again. The data was compared through SPSS.16.0. The result demonstrated that the students in the experimental group received Qu: Est questioning strategies, their scores of the posttest on English were higher than the scores of the students in the control group. Two questionnaires were designed to measure their attitudes to learn English. Before the experiment, the students weren't interested in studying English. After the students practiced Qu: Est questioning strategies, they developed stronger interest in English studies. That indicated that Qu: Est questioning strategies can develop students'interest in studying English.The thesis falls into five chapters: Chapter one is the literature review which briefly introduces the study of classroom questioning both at home and abroad. Chapter two briefly introduces the theory basis, which includes Qu: Est questioning strategies in detail; briefly introduces Krashen's input hypothesis and Swain's output hypothesis. Chapter three is the experiment design, consisting of hypothesis, subjects, instruments and data collection. Chapter Four is the central part of the thesis, which offers the results and data analysis. Chapter Five is the pedagogy suggestions which puts forward some measures to solve the problems existed in English classroom questioning. The last part is the conclusion which gives a summary of the whole thesis, points out the limitations of the thesis and recommends the further study. |
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