A Study Of English Class Questioning In Junior Middle School From The Perspective Of Pragmatics

English is regarded as a foreign language in China, but students can find less chance to communicate in English outside the classroom. Thus, the classroom has been the main place for students to acquire this foreign language and have regular contact with English. Investigation shows that most of the classroom interactions are done by both a teacher’s question and a student’s answer. Classroom questioning helps to stimulate thinking; provides opportunities for students to speak English, enhance the communication between teachers and students. Therefore, classroom questioning plays a crucial role in foreign language acquisition. At the same time, according to the New Curriculum Standard, traditional teaching methods need to be improved and more attention should be focused on a student’s thinking ability and overall development, which requires us to dig the communicative intention of questioning beyond itself.In this study, students from Guiyang No.19 Middle School are taken as the study subjects and records are made about the classroom questioning with the observation tool; 180 students are taken as the samples of a questionnaire randomly, 20 students are selected and 5 teachers are required to make the interview according to the questionnaire, and then a quantitative analysis of the data is made. The following questions are analyzed and discussed in this thesis.1. What are the problems existing in classroom questioning?2. What’s the reason resulted in the problems of classroom questioning?3. What measures should teachers take to make students clear about communicative intention of classroom questioning?Through analysis of current situations of English classroom questioning in the middle school and the existing problems from prospective of pragmatics, this thesis aims at putting forwards questioning strategies to promote teacher’s professional development as well as improve classroom questioning quality.According to the study, classroom questioning in the middle school presents following characteristics:(1) display questions is more than referential questions, the ratio of two kinds of questions is not inappropriate; questioning is formalized;(2) distribution of questions is not balanced, active students get more opportunity; less volunteer and higher frequency of calling name and answering all together;(3) for questioning skill, less other skills are used but repetition and ask some other students;(4) for the feedback manner, no feedback or mechanical and vague feedback. Results show that teachers don’t have an overall knowledge of relevant theory on classroom questioning and questioning skills need to be approved. In view of this, the thesis put forward relevant principles and strategies to improve it.