A Comparison Study On The Frequency Of The Questioning Types In English Reading Classroom Of Senior High School

Questioning plays a key role in language teaching classroom and also is a common teaching method in a TESOL (Teaching English to Speakers of Other Languages) classroom. As one of the most popular languages in the world, English teaching and learning has gained a large quantity of attention of scholars and teachers at home and abroad. If questions of various types are elaborately designed and rationally used, they can guide students to think positively, learn actively and take participation in the classroom communication activities eventually. In this way, teachers can increase comprehensible output, promote language acquisition and finally reach the aim of improving teaching effectiveness. In recent years, more and more researchers at home and abroad have focused on the classroom questioning. The major researches mostly study the classification of questioning types, the frequency of various questions’ occurrences, question formulation and skills, as well as waiting time after questioning. Compared with foreign researches, the studies on questioning in China still remain relatively less and mainly focus on the analysis of questioning in the college English classroom. The analysis of questioning in the senior high school is rather few.This paper aims at:1) analyzing the frequency of the designed questioning types of the teachers in English reading classes;2) exploring the merits and problems of the teachers in Xinhai Senior High school in Lianyungang, Jiangsu Province (group1) through the comparison with the teachers in the7th forum of excellent lesson cases in English teaching of middle school (senior high middle school)(group2);3) finding out the general principles for the questioning design in English reading class of senior high school. In this way, provide theoretical and practical references for English teaching in senior high school.The findings are as follows. First, the first group raises similar proportions of different questioning types in the pre-reading and while-reading part while the second group raises more questions in the while-reading part. Second, besides comprehension questions, the most frequently used questioning type by teachers in Group1is knowledge questions while the most frequently used questioning type by teachers in Group2is application questions. Besides synthesis questions, the least frequently used questioning type by teachers in Group1is application questions while the least frequently used questioning type by teachers in Group2is knowledge questions. Third, the general principles of questioning design in English reading class of senior high are to exploit the learner’s background knowledge, build a strong vocabulary base, teach how to comprehend, work on increasing reading speed and encourage students to transform strategies into skills and so on.