An Investigation On English Classroom Questioning In Junior High School In The Context Of The New English Curriculum Standard

Classroom questioning plays an important role in English classroom teaching.Especially based on the New English Curriculum Standard,classroom questioning can cultivate students’ cognitive ability and thinking ability.The effectiveness of classroom questioning,strategies of classroom questioning,learner emotion in classroom questioning,and the cognition of classroom questioning have been studied by many researchers.Under the background of the New Curriculum Standard,this study focuses on the present situation of questioning in junior English classroom.Based on the New Curriculum Standard,this empirical study investigates the current situation of English classroom questioning in junior high school by means of the quantitative and qualitative analysis.The study analyzes the question types,numbers of questions,waiting time,opportunity distribution and feedback of teachers by using the methods of questionnaire survey,classroom observation and interview.This study investigated 300 students and 30 teachers in Kuiwen Experimental Junior High School,Fangzi Chongwen Junior High School and Weicheng Experimental Junior High School in Weifang.And the study interviewed 15 teachers,among whom 9 teachers were observed in these schools.Survey results show that there are still many problems in English classroom questioning of junior high school,such as the unreasonable proportion of display questions,evaluation questions and referential questions,too little time for students to think about the questions left by teachers,the unevenly distributed questions put up by different questioning methods,tendencies of teachers to ask the average students,lack of feedbacks from teachers after classroom questioning.In view of the findings of the study,teachers should use the following methods of questioning in class.Such as adjusting the proportion of display questions,evaluation questions and referential questions appropriately,leaving more time for students to think about the questions after putting up a question,using a variety of questioning methods,repeating or emphasizing the key part if necessary,designing different levels of questions suitable for different levels of students in advance,and giving feedback or evaluation timely according to students’ answers.