A Case Study Of English Teachers' Questioning Acts In Senior High School

Interaction is the core of communicative teaching method,while questioning is the most effective interaction form in the second language learning classroom.As the most common way that teachers used in teaching activities,questioning can enhance the interaction between teachers and students,cultivate students' diffusive thinking as well as develop their communicative competence.As is known to all,English class is the main occasion for students to learn and practice the language.Meanwhile,the more interesting and efficient class learning can be realized only if the questions work well.In view of this,based on the Speech act theory,Pragmatic behavior theory and IRF theory,the thesis conducts a case study on teacher's questioning acts,which aims to provide some references for improving the rationality and effectiveness of the teachers' questioning acts.After collecting and analyzing the related researches from home and abroad,the author employs the means of quantitative analysis and qualitative ones,in which four average classes and four English teachers of Harbin No.4 high school are selected as the objects of the research.Specifically,the author sends questionnaires to all the 184 students and has deep interviews with four teachers which aims to find out their understanding and attitude towards teachers' questioning acts.Moreover,further study is made by classroom observation of regular lessons on teachers' questioning acts,including types,wait-time,patterns and feedback,in the hope of finding out some problems and putting forward some solutions,so that the student-oriented quality education concept will be truly implemented in the future teaching.The findings of the research shows that the English teacher's questioning acts in No.4 high school is rational,for their enough attention paid on classroom questioning acts,their rich questioning types,various questioning ways and reasonable wait-time etc..Nevertheless,some problems still exist,for instance,the teachers are lack of specific feedback and comprehensive understanding of teachers' questioning acts.Therefore,the author summarizes some strategies on how to optimize teacher's questioning acts as well as some teaching implications on increasing interactive efficiency between teachers and individual students and developing students' ability by teachers' effective questioning acts,which automatically influences how they will perceive questioning in class,in order to better promote the teaching and the learning.