A Study On Classroom Questioning Of Senior High English Teachers With Different Teaching Years In Reading Class

Teachers’questioning skills have always been a hot issue among educators both at home and abroad. It has been considered as one of the most efficient teaching approaches through the practice over thousands of years. Thus, the questioning skill becomes one of the most necessary skills that a teacher should acquire.Based on previous researches, the author will make great efforts to probe into the status of questioning skills of English teachers with different teaching years in senior high school reading class through classroom observation and analysis of the records of six reading classes of six teachers.The main findings of the research can be concluded as following:1) There is no big difference in question numbers raised by these two groups of teachers.2) These two groups of teachers all have a preference for display questions.3) Translating is frequently employed questioning strategies by Group Two, while probing is frequently employed by Group One.4) The average wait-time given by Group One is relatively longer than that by Group Two.5) Whole-class answering is the most frequent way employed by Group One while nominating is the most frequent way employed by Group Two.Therefore, it is necessary for teachers to read books to learn the theories about foreign language teaching systematically, especially the theories about teacher questioning. Meanwhile, government and schools should supply more opportunities for teachers to take part in systematic and professional teaching training including teacher language and questioning training.