Research On Effectiveness Of English Teacher's Classroom Questioning In Middle School

As an effective teaching method,questioning has been highly valued and widely applied by educationists at home and abroad since ancient times.Some studies indicate that in the all subjects of the school teaching,the questioning frequency and the number of questioning in English class are more than other subjects.English teachers' classroom questioning is not only an important source of comprehensible input,but also influences the quantity and quality of students' oral output.In recent years,more and more domestic scholars come to realize the value and significance of effective questioning and make related studies from various angles.They mainly focus on the definition,function,influence factors,current situation analysis and strategies and so on.Based on the literature review,we know that related studies on this topic are mainly conducted at a college level instead of in middle high school.Therefore,the thesis chooses some teachers and students in a middle high school to conduct research about the effectiveness of classroom questioning.This study is based on these concepts of effective teaching,questioning,and the effectiveness of questioning,and then combine the implementation of teachers' classroom teaching.the author regarded a part of teachers and students in a middle school as research subjects to investigate the present situation of effective questioning and students' expectation and attitudes for teachers' classroom questioning,and to discuss how to improve the effectiveness questioning through observation,questionnaire and interview.Three questions are mainly studied as follows:(1)What is the current situation of the effectiveness of questioning in middle school English class?(2)What are students' attitudes and expectations to teachers' effective questioning.(3)what are the effective strategies to improve the effectiveness of questioning of English teaching in middle school ?The theories of this study include Krashen's input hypothesis,Swain's output hypothesis,Long's interactive hypothesis and Willams and Burden's constructivism theory.The study was conducted by 10 teachers and 400 students in my internship school.The author investigates present situation of the effectiveness of the questioning through classroom observation.According to the questionnaire,the author know students' expectations and attitude to classroom questioning;through interviewing the teachers and students,the author probes into how to improve the effectiveness of questioning.The research shows that:The current situation of English teachers' classroom questioning is not quite valid.there are many display questions and text questions,while referential questions and real questions are fewer;teachers' wait-time is insufficient;the most of questioning is simple and mechanical;teachers' aim to questioning is not clear in the course of classroom teaching.Students are not satisfied with teachers' questioning.students look forward to posing more significant questions instead of simple answer such as “Yes” or “No”.they dislike nomination and they are willing to answer questions voluntarily.Some measures such as designing some key questions,the specific purpose of questions proposed,understanding the questions type can be taken to improve the teacher's questioning.English teachers.Due to the constrains of time and conditions,there are still some limitations in this study.As an intern,the author's participation in this study is not sufficient,and is not authoritative enough to represent all the...