An Investigation On Teacher Questioning In English Class Of Junior High School

Nowadays,classroom studying remains the main approach of learning English for Chinese students,and the effect of English learning takes place by means of a series of learning and teaching interactive activities.During the interactive activities,teacher questioning forms a significant component of interactive activities in English class.Learning interest is motivated and independent thinking is stimulated by questioning students.Moreover,students' achievements in learning can be checked and class atmosphere can be excited.Therefore,it is extremely helpful for classroom teaching to investigate the current situation of class questioning and discover problems,and solve it.Researches abroad and at home utilized as substantial studies on teacher questioning are analyzed roughly,while definitions related with teacher questioning are also expounded by and large.In recent years,there is an escalating trend of research on questioning in fundamental education domain and more domestic scholars come to realize the vital role of teacher questioning in English class,and different aspects of teacher questioning have been explored.However,related studies on teacher questioning are mainly conducted at college or even higher level,and fewer discoveries on teacher questioning in junior high school are studied in practical.Therefore,the author selects the English teachers and students in Puyang No.3 junior high school as the research subjects of the thesis.This thesis aims at observing and concluding the features of teacher questioning,finding the problems of teacher questioning,and providing measures for teacher questioning.Based on the previous researches,this thesis observed five English teachers and their 150 students of Puyang No.3 junior high school as research subjects and explored the features of teacher questioning's types,strategies,distributions,and waiting time.Also,the current problems of teacher questioning in junior high school English class through classroom observation,questionnaire and interview are described.The thesis primarily discusses the following two questions:(1)What are the features of teacher questioning's types,strategies,distribution and waiting time in English class of junior high school?(2)What are the problems with teacher questioning in English class of junior high school?Finally,the author analyzes the data collected and discusses the problems and suggestions for teacher questioning and future teaching.The research findings are concluded as follows:(1)The features of teacher questioning are presented as follows: with respect to questioning types,the number of display questions weight more than the number of referential questions.With respect to questioning strategy,prompting and repeating are utilized for the most times by English teachers.With respect to questions' distribution,nominating students with high English level and good seating position is common in practical teaching.With respect to teachers' waiting time,it is usually less than 3 seconds,and 3 to 5 seconds waiting time is most appropriate.(2)The problems with teacher questioning are presented as follows: improper question types which are not based on the teaching content;inappropriate designed questions which are not take students' needs and conditions into account;inequitable distribution of questioning which are unfair to some students;insufficient waiting time which should be adjusted based on question types;unsatisfactory teachers' feedback which should be changed with positive feedback according to students ‘opinion.Based on the results of research,the author summarizes some implications to improve teacher questioning,and to enhance the quality of English teaching as well.Some references and suggestions are also introduced for English teachers in junior high school.Therefore,this thesis can be the first-hand empirical materials of teacher questioning for English teachers in junior high school.Meanwhile,it can be helpful for them to reflect on the classroom questioning further and improve the teaching quality of junior high school further.