A Study Of Teacher Questioning On Junior Middle Scool Students' Oral English Output

Classroom questioning is not only an important part of teacher talk,but also the main source of language input for students.It is one of the most important way for teachers to interact with students.Classroom questioning is not only a basic form of teaching,but also the main way for teachers to promote learners' language acquisition,as well as the embodiment of learners' learning process and results.Teachers' classroom questioning has received a lot of attention from researchers,but there are few studies on students' oral output,and most of them focus on college or high school students,while there is still a lack of attention in junior middle school students.Based on the Comprehensible output hypothesis and the interaction theory,the author adopts the research methods of questionnaire survey,interview and classroom observation,takes the four aspects of question type,question strategy,waiting time and teacher feedback as the entry,and discusses the following two questions:1.What types of questions and questioning skills do teachers often adopt in class?2.Among these types and skills,which of them have positive effects on students' oral output?To seek answers to the above questions,the researcher carried out an investigation which was composed of three parts: interviewing teachers,conducting questionnaire and observing in classroom.The research explores what types of questions have positive effect on students' oral output.The results of the research illustrate open questions can improve the quantity and complexity of students' oral output.Prompt strategy can improve students' oral output and the complexity of output.The increase of waiting time can have a positive effect on the length and complexity of students' oral output.The variety of teachers' feedback can increase students' oral output.Finally,the author also puts forward practical suggestions,hoping to be helpful to practical teaching.