An Applied Study On Questioning Strategies In Senior High School English Reading Class

The questioning skills are the most necessary skills that teachers should acquire. Questioning has been one of the most frequently used strategies as well as an art in teaching. Effective questioning strategies are useful for students to improve their reading ability and cultivate their good reading habits. Many researchers at home and abroad have done researches from different angles on questioning. Yet at present, the researches on questioning strategies in English reading class of senior high school is relatively few.Based on the Comprehensible Input Hypothesis, Comprehensible Output Hypothesis and Interaction Hypothesis, this study aims to answer the following questions: What are the main features and shortcomings of questioning of English teacher in reading class in senior high school? How to improve the efficiency of questioning in English reading class in senior high school? Whether classroom questioning strategy is directly relevant to students’ score of reading comprehension?Through questionnaire, classroom observation and test to know about how the questioning strategies are applied in English class. This study analyzes questioning strategy from six aspects: the number and type of teachers’ questions, the way of answering questions, applied of questioning strategy, wait time and teacher’s feedback. The author knows about the features and shortcomings of questioning of English teacher in reading class in senior high school: 1) Students can usually accept the frequency of teacher question. 2) Display questions(91%) is more than referential questions(9%). 3) In the way of answering questioning in English classroom: chorus-answering is used the most, while volunteering is used the least. 4) The mostly used adjustment strategies of teacher’s questioning language are “repetition” and “simplification”, while decomposition is rarely used. 5) The average wait time is obviously short. 6) The positive feedback is simple and ambiguous. Base on the features and shortcomings of classroom questioning, the author puts forward some suggestions, and then the author chooses two classes as the experimental class and control class. First of all, the pre-test was carried out to prove that there’s no significant difference in the two classes, and then applying these suggestions into the experimental class. The post-test was carried out after four months, the author found the English reading comprehension score of experimental class is much higher than that of control class. So it’s not difficult to reach the conclusion that the effective questioning strategies are helpful to improve students’ English score. At last, this paper summarizes the findings, implication and limitations of this study, and puts forward some suggestions for further study.