Classroom Questions & Secondary Vocational School EFT

Classroom questions have been traditionally viewed as an important component of foreign language teaching. Therefore, a lot of scholars have conducted researches on teachers'questions. However, these studies are mainly concerned with primary schools, middle schools, or colleges, as for secondary vocational schools, there are few researches.To enrich this study field, the author applied Krashen's SLA Theory,mainly referring to The Input Hypothesis and The Affective Filter Hypothesis,to carry out this study in two ways: one was the in-class observation, and the other was the questionnaire. And five English teachers and their students of Jinan No 8 Secondary Vocational School were chosen as the subjects of this study. The aim of this study is to explore the current situation and the major problems existing in classroom questions of secondary vocational school EFT, so as to put forward feasible suggestions.In this research, the author observed the whole teaching procedures, and collected the data concerned with classroom questions. And after class, the author made a data analysis from five aspects: 1) ratio of different types of questions, 2) wait time, 3) distribution of questions, 4) modification, 5) negative feedback and positive feedback. At the same time, the author designed a questionnaire for students to discover the students'attitudes towards their teachers'questioning behavior and then analyzed those data from three aspects: 1) students'anxiety, 2) students'confidence, 3) students'motivation.Through studies and analysis, this research reveals that the main problems related to classroom questions are: 1) Most teachers take dominate position in questioning procedure; 2) Teachers are lack of adequate feedback and assessment; 3) There are a few high level questions; 4) Students are inactive in responding questions.In order to employ the effective techniques which may optimize the English questioning activities and to improve classroom teaching in secondary vocational schools, the author puts forward a series of questioning strategies based on her findings: 1) To design appropriate questions and apply various questions types;2) To balance the allocation of questions;3) To adopt an affective manner of questioning;4) To allow proper length of wait time;5) To provide adequate feedback and assessment.It is hoped that English teachers of secondary vocational schools will benefit from this research, thus changing the traditional way of teaching, and adopting more effective questioning strategies scientifically and artfully, so as to complete teaching task of English with high quality.