| Although considerable research has been done on teacher questioning in classroom, only a limited amount of attention has been given to student questioning. Therefore, based on some theories such as constructivism, communication theory and interaction theory, this study took students'questioning as its subject of four months investigation. Data was collected through classroom observations, questionnaire surveys and interviews. The author describes research design, implementation process and data analysis in detail. It is found that there was seldom students'questioning behavior in the traditional English teaching class which was resulted from external and internal factors. To serve the purpose of the study, some pedagogical actions or strategies were taken to guide and help students to ask more and better questions, improving students questioning frequent, enhancing meaning-oriented questions. At the same time, students'questioning has active influence on learner role, characteristic (such as emotion, belief and personality), and skill and aptitude in English teaching class.Therefore, school should modify belief, teacher should keep self-education, and they should establish a new course system and a welcome classroom environment which is really learner-centered. Students should be encouraged to want to, can and dare question and do well in questioning so that good teaching consequence can reach. |
