The Study Of Teachers’ In-Class Questioning Based On Cases At A Vocational College

Teachers’talk is the most vital among what may affect the efficiency of in-class teaching and students’ learning. What a teacher uses verbally in class has an immediate effect on the level and quality of his/her teaching. From a perspective of language teaching, a study may focus on the role that teachers’way of talking may play in in-class English teaching, i.e. what is the role that teachers’in-class language plays in teaching and how it affects. Among all the research issues, teachers’ questioning, happens to be most frequently dealt with. As a both traditional and effective way in teaching, questioning greatly facilitates second language learning. Effective ways of questioning help improve students’ active participation in teaching-and-learning activities, increasing teacher-student and student-student interaction in English speaking, so that students’ linguistic production is guaranteed and their communication ability is strengthened.This thesis focuses on the English teachers’questioning activities at a vocational college classroom teaching and takes New Essential College English in Nanjing City Vocational College as the samples. Through the classroom observation, survey and interviews, the author further studies on six models of English classroom teaching, analyzes the present condition arising from teachers’ questioning activities in classrooms, tries to find out the problems about the classroom questioning in the English classes. In this way, it further explores the strategies and skills teachers should adopt to ensure the students’participation in English learning and improve their questioning skills in classroom teaching.This research is based on the classroom observation of6English teachers and on the survey of302students who are not in English major. After the survey, an interview was held among some students from the author’s school as well as other interviewers among English teachers.The research focuses on the following questions: 1) What are the features of teachers’questioning in high vocational college English classroom?2) What is the students’ expectation towards English teachers’classroom questioning?3) What are the effective ways of English teachers’classroom questioing?The corresponding results are as follows:1) Most teachers have more displayed questions than referential ones, more yes/no questions than wh-questions; self-explanation strategy is widely used among teachers; after-questions’ feedbacks consist of simple positive ones, but less detailed.2)The expectation of students is more than expected.3) The relevant teaching enlightenments are given in the end.