An Investigation On Teacher’s Questioning In English Classroom Of Higher Vocational College

After more than 20 years’ development, higher vocational education has become a part of China’s higher education. English course is one of the compulsory courses in higher vocational colleges. Because the student did not lay a good foundation before admission and teachers’ teaching behaviors lack scientific guidance, good classroom interaction couldn’t go well. English teaching for HVTC(Higher Vocational Technical Colleges)English teachers is a big challenge. Classroom questioning is not only a kind of effective means of classroom interaction, but also a means of cultivating students’ thinking in English and improving students’ communication ability.So the author decided to make an investigation on teacher’s questioning in English classroom of Shijiazhuang Vocational College of Finance &Economics, where I used to work. Three English teachers were chosen to be observed and 246 students were invited to do the survey. The research mainly focuses on question type, question order, wait-time, answering way, question distribution and feedback. The present situation of teacher’s questioning in English Classroom of higher vocational college was investigated and analyzed by means of classroom observation, questionnaire, and teacher interview. “Initiation-Wait-time-Answer-Feedback” is four steps of a questioning. The English teacher in higher vocational college mainly have the following problems in these four steps, such as too many random questions and display questions; shortage of wait-time; teachers or all the students answering most of the questions, unfair distribution; ineffective feedback.In view of the current prevalent problems of questioning in higher vocational English teaching, several suggestions are put forward for teachers. The teachers should reflect on their questioning behaviors, and reduce the random question, design question in advance, increase the ratio of referential questions. The teachers should present the question to all the students, trying to equally distribute the questions. Considering the students’ lower lever of English proficiency, the teachers should give students more wait-time. When asking questions, the teachers should present the questions first and then call the student to answer. Don’t neglect giving positive and concrete feedback to students. Classroom questions have certain methods. Only scientifically using the questioning strategies, can classroom questioning be effective and the teaching objectives can be easier to achieve.