A Study On Teacher Questioning Types Of English Reading And Critical Reading Ability Of Students In Junior High School

Questioning, as the main component in teaching content, plays a very important role in English reading class. It is also an interaction between students and teachers. Questions which asked by teachers can not only foster students’comprehensible output and input, but also foster students’ development of thinking ability. Also, reading plays an important part in the curriculum of junior high school. But critical reading is a high level of reading activity, which emphasizes readers who can come up with their own new views and insights by analyzing, doubting and evaluating the information from article. Especially in the rapid development world, it is extremely necessary to get the habit of critical reading, which is suitable for active professionals. In order to improve the quality of English education in junior high school, this study begins from the observation of English reading classroom and finding current questioning situation in junior high school. Next, the author clarifies the relationship between different classroom questioning types of teachers and critical reading ability of students by doing research. At last,the author summaries and tries to come up with suitable questions to improve questioning in reading class.By observing and analyzing five reading classes taught by five teachers, who selected from Grade Two in junior high school and combining survey of 604 students about questionnaire and reading test, in addition, the author interviewed five teachers from Grade Two. The author discovered following problems existing in English reading class:the main problem is the unbalanced of questioning types. Nowadays in reading class, teachers focus on the surface structure of language, for example, interpretation of word, identification of structure, analysis of the grammar and difficult sentences. Thus, this kind of questioning just ignores discourse analysis, the overall understanding of the reading material and deep semantic links. This questioning trend also ignores the cultivation of critical thinking ability in reading class, which makes students lack of skillful reading comprehension, analyzing and solving problems independently. Also this trend can not realize the real purpose of training students to whole development.At last, the author analyzed the data and summarized that teachers’ classroom observation is suitable for students’ questionnaire. There are some relationships between teachers’ questioning types in reading class and students’ critical reading ability. Also, students’ critical reading ability increased by teachers’ critical questioning. The author summarized some suggestions by reference and investigation for some teachers:before reading, teachers should ask some knowledge and guiding questions to promote students’ literal comprehension; while reading, teachers should ask some comprehensible questions, like surface, detailed and deep information to facilitate students’ comprehension; after reading, teacher should adopt some critical questions which mean some expansion and comprehensive questions to promote the development of students’ critical thinking ability and ultimately promote students’ whole development.