An Practice Study Of The Teacher Questioning On Student’s Oral Production In English Classroom Of Junior High School

Teacher questioning is a kind of interactive mode. Throughteacher questioning, the teacher makes more students participatein interactive process and creates opportunities of students’ oralproduction so as to improve the ability of students’ oral production.Teacher questioning has long been one of the focuses in the field oflanguage teaching research, but students’ oral production isignored. Students’ oral production is affected by many factors,which contain teachers factor. The present study’ s aim is todiscover the current situation of teacher questioning and toinvestigate the effect of teacher questioning on students’ oralproduction in junior English classroom.Based on Krashen’s Input Hypothesis, Swain’ Output Hypothesisand Long’s Interaction Hypothesis, the research used the methodsof questionnaire survey, interviewing, classroom observation andteaching experiment.450students were selected as object to finishquestionnaire. And5teachers were interviwed. Through the twomethods, the author knowed the present situation of teacher questioning in English Classroom of Junior High School. Whencarrying out the experiment, the author chose two classes fromJunior Two with different teacher questioning. In the experimentalclass, the teacher questioned open questions,waiting three to fiveseconds after questioning, using various questioning strategy whenstudents failed to answer questions, and providing positive andcorrective feedback. In the controlled class, the teacher used theway as before.The finding and results are as follows:(1) Teacher attcachesimportance to questioning in classroom, but lacks of attention instudents’ oral production.(2) Teacher questioning exits problems,which contain that questioning type is single; waiting time gived byteachers is not enough; teachers don’t effectively use questioningstrategy; feedback gived by teachers is simple.(3) It can improvestudents’ oral production to improve teacher questioning. Openingquestions increase students’ oral production on quantity andcomplexity; prompting strategy improves students’ oral productionon quantity and complexity; Appropriately increasing waiting timeinfluences actively students’ oral production on quantity andcomplexity; feedback as initiation and implicit corrective feedbackincrease students’ oral production on quantity and complexity.Last, this thesis puts forward some practicing suggestions.