A Comparative Study Of Questioning Strategies Between Novice And Experienced Teachers In Junior English Classrooms

Classroom questioning strategies play a significant role in foreign language teaching.The effective question-raising strategy can promote students’ thinking and actual participation in class,thus better teaching result can be attained.However,teachers,even experienced ones often come cross problems concerning classroom questioning strategies in the classroom.Therefore,the author of the present research concentrates on novice and experienced teachers’ question design as well as questioning strategies in class.Four English teachers from a junior high school named Xi’an Qujiang No.1 High School were selected in the study for classroom observations and interviews.The results show that(1)there are significant differences in novice’s and experienced English teachers’ designing of questions,and the novice teachers are more inclined to design before class;(2)the level of questioning strategies of novice English teachers is lower than that of experienced English teachers,and the experienced English teachers are better at utilizing referential questions;experienced teachers prefer to appoint students and encourage volunteers to answer classroom questions than novice teachers;novice English teachers leave shorter length of wait-time for students to think and answer questions and experienced English teachers give more targeted feedback.