Research On High School English Teacher Questioning In Multimedia Classroom

When it comes to the research of foreign language teaching and learning, Multimedia Computer-Assisted Language Learning (MCALL) is of great significance as not only we can best arouse students' interest and participation by displaying pictures and videos related to the teaching content but also we can present the learning content in an effective and efficient way by making full use of multimedia computer to combine sound, graph, image and animation to present the text. Teaching thoughts and teaching methods will undoubtly witness a transformation in the application of CALL (Computer Assisted Language Learning) to foreign language teaching. How to improve the students' ability of studying English with modern teaching technology, and the ability of using English are hot issues in recent years. We will explore what the advantages and disadvantages of MCALL are, comparing that with traditional class teaching. The study emphasizes that class activities should be student-oriented and student-centered. And it explores how to apply multimedia technology to the situational teaching of English in senior high schools in theory as well as in practice.It is widely acknowledged that interaction plays an important role in second language acquisition and the commonest easiest way that teachers use to stimulate and sustain interaction is questioning. Being an important constituent of teacher talk in classroom context, teaching questioning functions not only as input for students, but also an opportunity for them to produce output and receive positive and negative feedback. As a consequence, teacher questioning has drawn considerable attention from researchers and teachers for several years.There is no doubt that multi-media classroom and teacher questioning can make great contribution to the interaction between the teacher and the students as well as the creation of situational language learning. However, it remains to be seen whether teaches nowadays have truly made full use of the potential and essence and made a practical combination of the advantages of multi-media classroom and teacher questioning or they are just applying them mechanically without ever considering the effectiveness.Therefore, the author has chosen six classes respectively from Senior One and Senior Two students at random to conduct an experiment, in which classroom recording as well as interview are used to see if teachers have made full use of and made great combination of multi-media classroom environment and teacher questioning to foster classroom interaction and create English learning situation.As the research result shows, much as teachers have realized the significance of teacher questioning, the questions they ask in class are more often display questions rather than referential questions. However, it is reported by scholars all over the world that it is referential questions that function better in involving students in classroom interactions. Other than this, the application of multimedia also remains at primary level since most of the teachers just use the multimedia as another media to display language points. In the process of the design of courseware, the teachers haven't tapped the possible facilitation multimedia could offer to evoke students' thinking and inspire them to interact. The assistance teacher questioning combined with multimedia could provide to enhance classroom interaction hasn't been fully applied yet.In fact, so long as teachers are willing to engage themselves more in creatively combining the advantages of teacher questioning and multimedia, they will surprise us with unexpected results. Multimedia, which can display pictures and sounds, can serve well in reducing the difficulty of referential questions as well as enriching the varieties of teachers' feedbacks and thus achieve the goal of accumulating students' confidence and stimulate them in classroom interaction.