The Research Of Questioning Strategies In Senior High School English Classroom

Classroom questioning is a crucial teaching strategy in the field of foreign language teaching, not onlybecause it provides opportunities for students to practice outputting the language they are learning, inwhich case students, by answering questions in the class, can consolidate what they have learned, provoketheir thoughts, develop the communicative competence and stimulate their interest in further study, but alsobecause it makes it possible for teachers to receive immediate feedbacks from students language out on thespot. Teachers’ classroom questioning is an inseparable part in the process of language teaching andlearning.In the recent years, scholars both at home and abroad have already cast much attention on teachers’classroom questioning, whereas most of studies have been staying on the level of macro analysis on theclassroom questions. Much research is called for in terms of detailed questioning strategies in Englishclasses as well as words choices in teachers’ questioning.Grounded in language teaching practicum, the researcher adopted a combined analysis of qualitativestudy and case study to conduct a holistic descriptive analysis on the10lesson samples selected fromseveral high schools in Ningbo. Ways of collecting data include non-participant observation,semi-structured interviews and questionnaires, with it focused on the types and features of classroomquestions, its waiting time, word choices, and its feedback and assessment techniques.The goal of the current research is to discover the characteristics in teachers’ questioning andquestioning strategies used by the English teachers to promote students’ comprehension in class and theimprovement in their language competence.The current research is aimed at offering effective questioning strategies, and enhancing teachers’awareness of proper use of questioning in class under the big educational context in Ningbo region. Itexpects to provide beneficial suggestions for the increase in the effectiveness of English teaching to adaptto the spirit of the new curriculum reform.The thesis consists of six chapters, each chapter respectively dealing with the background andsignificance of the research, research methodology, data analysis and findings, and conclusions withpractical suggestions for practitioners and researchers as well.