A Contrastive Study On The Question Raising Between Novice And Experienced Teachers In Junior English Class

Question raising plays an important role in teaching.At present,there are few studies on the classroom questioning between novice and experienced English teachers,and fewer on novice and experienced English teachers of junior English class.Based on the Zone of Proximal Development theory and the Input theory,this study attempts to answer the following two questions between novice and experienced teachers by finding the differences in their question raising:(1)What are the differences in questioning preparation between novice and experienced English teachers in junior English class?(2)What are the differences in implementation of question raising strategies between novice and experienced teachers in junior English class?Through questionnaires,classroom observation and interview,this study gets the following findings:On the stage of question preparation,firstly,both novice and experienced teachers attach importance to the vital role of question raising.Secondly,both of them pay attention to students’ cognitive level.By contrast,experienced teachers care more about it than novice ones.Thirdly,both novice and experienced teachers pay more attention to students’ knowledge and skill objectives.In contrast,experienced teachers pay more attention to the cultivation of students’ emotional attitudes and value objectives than novice teachers.Fourthly,Novice teachers mainly rely on network resources and teaching materials to prepare questions,while experienced teachers mainly on their own life experience and topics related to teaching content in life.Fifthly,there is no significant difference on the preparation of question raising strategies between novice and experienced teachers.On the stage of implementation of question raising strategies,in terms of question types,both novice and experienced teachers ask display and referential questions,however,the number of questions raised by experienced teachers is more stable and the referential questions are more than those of novice teachers.In terms of answering ways,the main answering ways on question raising is chorus answering.In terms of the waiting time,experienced teachers give longer waiting time than novice teachers according to the degree of difficulties of questions.Although novice teachers have the consciousness of giving students some time to think about the questions well,the waiting time for students in their actual classroom teaching is relatively short.In terms of teacher’s feedback,both novice and experienced teachers give simple positive feedback,however,the experienced teachers use more specific feedback and peer-correction feedback than novice teachers do.Finally,according to the research results,the author puts forward the following suggestions for novice and experienced teachers: For novice teachers,it’s better for them to cultivate students’ emotional attitudes and value objectives in teaching,apply their experience and any related meaningful topics to design questions,allocate the number and ratios of display questions and referential questions,leave at least 3s waiting time for students,give students more specific feedback instead of just giving simple positive feedback and directly pointing out students’ mistakes.For both novice and experienced teachers,they should try to use different answering ways,not mainly chorus-answering.It is expected these suggestions are of constructive significance for teachers to improve their question raising ability.