A Study Of The Effect Of Teachers' Questioning Strategies On The Students' Oral Output In High School English Teaching

In English classes,teachers' questioning is the most important way for interaction and the main source of language input.At the same time,teachers'questioning can also effectively create communication and motivate oral output from students,which is a bridge between teaching and learning.Relevant research on teachers' questioning and their effects have been widely concerned by experts of second language acquisition and foreign language teaching.However,through reading relevant studies,the author found that most current studies focusing on the impact of teachers' questioning strategies on the students'oral output in high school English teaching are not comprehensive.Therefore,this study mainly analyzes the impact of the question types,question modifications,waiting time and question distributions on the complexity,accuracy and fluency of students' oral output in the high school English teaching.This research uses Krashen's "Input Hypothesis",Long's "Interaction Hypothesis" and Swain's "Output Hypothesis" as the theoretical basis.Four English teachers from a high school in Beijing,and 196 grade 2 students in their classes are used as research objects.Classroom observation,questionnaires and teacher interviews were conducted to study the current situation of teachers'questioning and their impact on the students'oral output.The main findings and conclusions of this study can be summarized as follows:1)As for question types,teachers often use display questions,which can lead to relatively high accuracy and fluency of students' oral output,while referential questions which are not often used in classes can lead to more complicate students' oral output;2)As for question modifications,teachers use a high proportion of repetition and prompting from which students' output can have high accuracy and fluency.The students' oral output's complexity is high for probing while it is used less in the classrooms;the lowest complexity of students' oral output is from redirecting and it is also used less in classes.3)As for waiting time,teachers usually wait within 3 seconds.The students' oral output caused by the waiting time of more than 3 seconds is more complicated and fluent than that caused by less than 3 seconds,but it all has little effect on accuracy;4)As for question distributions,teachers use the highest percentage of nominating,while students' output's accuracy,fluency,and complexity from it are low.When students is ansewering in the form of chorus,the complexity and accuracy of their oral output are the highest while it is used in the lowest frequency.The fluency of students' oral output is highest when they answer voluntarily which use slightly less than nominating.Finally,based on the results,this paper summarizd some deficiencies and room for improvement in the future study and puts forward some specific suggestions on how to ask questions in the current English teaching.