A Comparative Study On Teachers' Questioning Between The Novice And Expert English Teachers In Junior High School

Teachers' questioning has been traditionally viewed as an important constituent of teacher talk in classroom context. The study of teachers' questioning can be involved in many aspects, such as the classification of questioning, questioning skills and strategies, feedback and so on. Yet most research have been carried both at home and abroad indicated that the questioning skills, the contents and ways of asking questions can affect students' enthusiasm to participate in class activities. Based on Comprehensible Input Hypothesis, Interaction Theory and Comprehensible Output Hypothesis, this paper will take the junior middle school as the example, trying to compare the quantity of the questions, question types, wait time and feedback between novice teachers and expert teachers. By comparing two kinds of teachers, analysis the difference of teachers' questioning among them and find the characteristics, present situations and problems in junior middle school. On this basis, enhance junior middle school English teachers, especially novice teachers' valuation to teachers' questioning, as well as promote teachers' professional development and improve the quality of middle school English classroom teaching stages.This research selected two novice teachers and two expert teachers from different junior middle schools as the research subjects. By using questionnaire, classroom observation and tape-recording, the data of four teachers' questioning was collected.These study results are as follow. In terms of the quantity of questions, there existed an obvious difference between novice teachers and expert teacher. The number of teachers' questioning of expert teachers is much more than novice teachers. In term of question types, there is no obvious difference between novice teachers and expert teacher, both of them prefer display questions. However, in different stages of the class, the use of two kinds of questions has difference. Generally speaking, in the stage of leading in and presenting new texts, more referential questions used by expert teachers than by novice teachers. In terms of wait time, average length of wait time of each teacher is short. Last, in terms of feedback, novice teachers and expert teachers are all good at using the positive feedback, but the expert teachers pay more attention to explain and complement the answers to questions, novice teachers are focused on simple positive feedback.According to the above conclusions, this study put forward to the following suggestions: both novice teachers and expert teachers are supposed to balance the number of display questions and referential questions, they should combine display questions with referential questions; novice teachers shouldincrease the number of referential questions and reduce the number of display questions; novice teachers and expert teachers should extend wait time so that students can better answer questions and improve the quality of the answer.This comparative study on the classroom questioning between the novice and expert English teachers provides the above constructive suggestions for novice English teachers. It is hoped that novice teachers get some enlightenment from this thesis paper, which is also useful for the teachers' career development.