A Comparative Study Of English Expert Teachers' Classroom Questioning Between Demonstrative And Ordinary Senior High School

Classroom questioning is one of the most frequently-used techniques by teachers.And it serves as a communicative tool which plays a crucial part in the language teaching and has been an important researching aspect of foreign language teaching.At present,the studies of the classroom questioning mainly focus on the college English teachers and fewer on the senior high school expert teachers.What's more,the comparative studies of expert teachers in the demonstrative and ordinary school are rather fewer.Expert teachers play a leading role in the classroom teaching.And the comparative study of their classroom questioning can provide some help for improving English teaching qualities in the senior high school especially in the ordinary senior high school.Therefore,based on the theories of Input Hypothesis,Interaction Hypothesis and Output Hypothesis,this thesis investigates two schools of Laibin,Guangxi,including Laibin Senior High School and Laibin Number Four Middle School.Six expert teachers are selected to make the comparative study of the demonstrative and ordinary school from types of questions,ways of answering,wait time,questioning strategies and feedback in order to learn the overall situation of their classroom questioning,explore the differences between them and find out the problems in their classroom questioning.Then some suggestions will be given according to their existing problems,hoping to improve teachers' classroom questioning skills and promoting the improvement of teaching qualities in senior high schools.Basing on the classroom observation and interview,the author tries to solve the following problems:(1)What is the overall situation of the expert teachers' classroom questioning in the demonstrative and ordinary school?(2)What are the differences of the expert teachers' classroom questioning between demonstrative and ordinary school?(3)What are the problems of the expert teachers' classroom questioning in the demonstrative and ordinary school?According to the analysis of classroom observation and interview,findings can be drawn out as follows:(1)More display questions are raised by the expert teachers in the demonstrative and ordinary school but the quantity of questions and the proportion of referential questions in the demonstrative school are more than those of the ordinary school;(2)The main ways of answering are chorus and nominating according to students' numbers.There are more volunteers in the demonstrative school;(3)Wait time is flexible but not enough in both schools;(4)Prompting and repeating are the two frequently-used strategies and teachers in the ordinary school use more repeating strategy;(5)Positive feedback is dominated but not specific in both schools.At last,in order to improve the teaching qualities,the author puts forward some suggestions as follows:(1)Teachers should design the questions according to the students' individual differences;(2)Teachers should create a favorable classroom atmosphere and encourage more students to participate into the teaching process;(3)Teachers should actively participate in the teaching training and seminars;(4)Teachers should continue to pursuit more career achievements instead of satisfying with the current situation;(5)Teachers between the demonstrative and ordinary school should strengthen their communications and learn from each other.By offering these suggestions,the author hopes that senior high school English teachers can make greater progress in their teaching.