A Study On The Application Of Qu:Est Questioning Strategy In Senior High School Engish Reading Teaching

As the most commonly used means of teaching by English teachers,classroom questioning plays a significant role in promoting students' language acquisition.In English reading class,teachers' classroom questioning has a direct impact on the quality of teaching and students' reading achievement.And whether the question is effective depends largely on the questioning strategies adopted by the English teacher.Based on this,the research on the classroom questioning strategy is of great significance.In this study,the author uses the Qu: Est classroom questioning strategy proposed by two American professors Marylou Dantonio and Paul C.Beisenherz in the senior high school English reading class to explore it's effect.The author conducts experiment in Wuchuan No.1 Middle school,aiming at solving three questions:1)What changes have occurred to student's attitude toward classroom questioning after applying Qu: Est questioning strategy?2)What changes have occurred to student's reading behavior after applying Qu: Est questioning strategy?3)Whether Qu: Est questioning strategy can improve student's reading score?In response to these three research questions,this research applies a multiple-method approach,involving the adoption of questionnaire,test,and participant interview.The two classes of grade 1 in Wuchuan No.1Middle School in Inner Mongolia completed questionnaires and tests.Follow-up interviews are then conducted with the participants.Finally,the data are analyzed using SPSS.22.0Findings from the study reveals that student's attitude toward classroom questioning has changed after using the Qu:Est classroom questioning strategy.They are more satisfied with classroom questioning and accept the effect of Qu:Est questioning strategy.In addition,students reading behavior has also changed and they are more interested in reading.What's more,the reading achievement of the experimental class is higher than that of the control class.The results of this study prove that the Qu:Est classroom questioning strategy has a good effect in senior high school English reading class,which changes student's attitude toward classroom questioning,stimulates student's interest and improves their reading performance.The results of the study contribute to an understanding of Qu:est classroom questioning strategy in English reading class and the improvement of classroom questioning.Practical suggestions for pedagogy and future research are also identified.