A Research On The Effect Of Questioning Types On Student’s Writing Output Level In High School English Class

Questioning is the most widely used method in classroom teaching. In the process of interaction with students, the purpose of teacher’s question is to make learners participate in the classroom teaching and enlighten students constantly. An effective questioning can promote learner’s language output and enhance language proficiency. Compared with researches abroad, fewer empirical studies are concerned with this field. Therefore, the thesis intends to research the effect of teachers’ questioning types—referential questions and display questions, on students’ English writing output.The research questions in the thesis are:(1) Are the using of questioning types related with students’ writing output level?(2) Which type of question has a better effect on students’ writing production in termsof content, vocabulary and sentence variety?(3)What are students’ and teachers’ attitude toward the using of display questions andreferential questions to enlighten writing?Based on the frame theories of Constructivism and related Input and Output Hypothesis, the thesis intends to reveal the effect of question types on students writing output by using tests, interviews and questionnaires. The research is conducted in Suizhong No.1 Senior High School, 82 students are deliberately selected from two classes of Grade 2as the research subjects. These 82 research subjects are divided into class A and class B which both have the same English writing levels. This research is conducted in cross tests in classes, the research results are analyzed by the compared t-test and independent t-test of SPSS software. Integrated the findings of interview and questionnaire to students and teachers, the findings as follows:The research reveals that:(1)The using of questioning types are related with students’ writing output level.(2)Compared with display questions, the referential questions have better effect on students’ writing output in terms of vocabulary and sentences variety,there is significant difference.(3)The display questions and referential questions have no significant effect on students’ writing output in terms of content, there is no significant difference.(4)Generally speaking, in the process of writing, students prefer to be guided by referential questions. From the perspective of English teachers, there are some in-deep reasons that are affecting teacher’ s questioning in writing classes indirectly.All in all, according to the findings of the thesis, the author proposed suggestions to English teachers and students. More referential questions should be raised in writing classes to better improve students writing output and teachers’ integrated professional quality should be improved.