An Investigation On Teacher Questioning Strategies In English Reading Class Of Senior High School

Teacher questioning is one of the most popular teaching behaviors,and it is the central part of organizing classroom teaching.Teacher's guiding,students' free thinking and opinions sharing are the main features of questioning.Teacher questioning strategies are often used in the classroom teaching.The application of teacher questioning strategies in high school English reading class will greatly influence students' reading skills and habits,which will also affect their English performance and their overall English level in the future.At present,some domestic researches on teacher questioning take the ordinary classroom environment as study background,lay emphasis on higher education researches and there are fewer researches on basic education and limited lesson types.In particular,the relevant studies on the questioning strategies in high school English reading class are not comprehensive.This study applies observation and investigation to explore the application and problems of teacher questioning strategies in high school English reading class,further explains the necessity of using questioning strategies in theory and gives suggestions on English teaching in practice.This study chooses four English teachers from grade one of Yuehua Senior High School of Dezhou city,Shandong province.They have different teaching backgrounds.These teachers' reading lessons were observed and recorded as the main materials for data analysis.The contents of the study are as follows: the classification of questions,the distribution of questions in the three periods(pre-reading,while-reading,post-reading)of reading class,the methods of answering questions,waiting time,feedback,etc.Moreover,the study does a deep analysis of teachers' different usages and problems of questioning strategies based on the collected data.And then the research uses a questionnaire to investigate the students taught by these four teachers to get more insights about students' attitude towards teacher questioning.Then some findings are put forward:(1)The differences exist in the teachers' usage ofquestioning strategies,such as the classification of questions(the number of display questions and referential questions)and feedback(positive feedback and negative feedback).(2)The four teachers involved in the study have the following problems in the questioning strategies: the distribution of question types is imbalanced,teachers pay little attention to referential questions,the methods of answering questions are monotonous,teachers focus more attention on chorus-answering and nominating,waiting time is insufficient and so on.These problems lead to students' lack of the awareness of answering and classroom communication.Besides,students' overall satisfactory degree towards teacher questioning in English reading class is not high.In view of the above-mentioned problems,this research attempts to come up with the practical teaching suggestions,tries to optimize teacher questioning strategies and improve the current situation of high school English reading teaching.