A Study On Classroom Questioning Strategies Based On English Reading Class Of Distinguished Senior High School Teachers

The questioning skills are the most necessary skills that teachers should acquire. Many researchers have done researches from different angles on teacher classroom questioning issues both aboard and at home. However, most of the researchers have given their attention to such a large area of analyzing teacher talk. Few studies touched upon questions of questioning skills in a specific type of class, such as reading as the author is going to deal with. Especially when concerning with the distinguished teachers’ English reading classes, studies are rarer. Thus, further research needs to be done to modify and complement the previous studies so as to get a clearer picture about the characteristics of questioning in English reading class in senior high school.Therefore, based on previous studies, this paper attempts to touch upon the status quo of questioning skills of teachers in senior high school English reading class through the observation and the analysis of the video of four distinguished teachers’ English reading classes. The author hopes that this study can provide a clearer picture of what kind of questioning skills are used for students’ language learning in distinguished teachers’ English reading classes in senior high schools in order to provide some implications for teachers and their teaching work on improving English teaching quality.Through the analysis of four distinguished teachers’ reading classes observed by the author by watching the video and by analyzing the transcript of the video, the present study got some teaching implications and meanwhile gave some suggestions based on the observation results. The author concludes that classroom questioning behavior should be a comprehensive process rather than a moment of asking questions. On one hand, teachers should carefully prepare and deliberately design from either the design, the lead-in or the statement part of questioning. On the other hand, the author suggests that the way of asking questions should be more flexible with clear purposes and reflecting the learning method at the same time in order to show the students the learning strategies.In the end, the paper points out the shortages of this study. Meanwhile, two suggestions have been given for further studies concerning the teacher questioning behavior.