A Case Study Of Teacher Questioning In Senior High School English Reading Class

Questioning is an essential element in classroom interaction, and it is a commonly used method in classroom teaching. It is not only the important source of language input but a stimulus for language output. To some extent, teacher questioning can determine the quality of one class. If the teacher can make good use of questioning in class they will make their teaching more effective and vivid. Not only can the teacher involve students in interaction, but also can students make their language more comprehensible by questioning. Therefore, questioning has drawn considerable attention of educational researchers for many years, and it plays an important role in language classroom. Nowadays, although there are lots of researchers on teacher questioning at home and broad, few domestic research has been conducted in middle school.According to Krashen’s Input Hypothesis, Swain’s Output Hypothesis and Long’s Interaction Hypothesis, this thesis tries to find out the current situation of teacher questioning in senior high school and the problems existing in teacher questioning by the means of transcription and questionnaire. This study addresses four questions:1.The ratio of display questions and referential questions used by EFL teacher;2. The average wait time of the EFL teacher questioning;3. The ratio of the distribution of teacher questions;4. The ratio of different types of questioning strategies used by EFL teachers. Finally, some effective suggestions will be given and it is hoped that they can be helpful for English teacher questioning in senior high school. Nevertheless, due to the limited knowledge and lack of teaching experience, there is still some room for further study.