Questioning In Classroom For English Teaching

With the revolution of teaching mode and teaching standard,including the change of teaching idea and assessment system,classroom questioning returns back to the core of modern teaching,aiming to be a significant method for teachers to deliver knowledge,inspire students to think,participate and inquire.On the basis of summarizing a large number of studies on the concepts and strategies of classroom questioning at home and abroad,and considering the reality of No.1 Middle School in Yongshan County,Yunnan Province,this paper explores the present situation of English classroom questioning in this school from questionnaire,classroom observation and interview survey,in which eight aspects are included : the number and type of classroom questions,the way of posing questions,the questioning subject,the waiting time for a question,the way of answering and feedback,and the purpose and effect of questions.The research comes to conclusions that the number,content and waiting time of questions in English classroom are reasonable.Yet the English classroom still about learning activities that instructed by conventional teaching ideas which are centered by textbook,classroom and teachers.Meanwhile the questioning is no more than just a measure to check and deliver knowledge one-way by the teachers,failing to achieve in-depth exploration and vibrant inquiry to a large extent.Specific problems are: insufficient understanding of classroom questioning behavior,unreasonable distribution of question types,monotonous ways of posing and answering a question and untargeted feedback.These factors reflect the teachers' attempt to simply mention or cover the teaching content by questioning.As it turns out,this leads to the unsatisfactory teaching effectiveness and exam results in senior high school English which require higher thinking ability and transfer.Therefore,in the end of the essay,the author puts forward several suggestions to improve the questioning behavior in the English classroom of the school.Teachers,as guiders,should carefully define teaching objectives and designing focusquestions.Besides,enrich question types and adjust the way of responding as well as expand questioning coverage and adjust ways of feedback.At last,encourage questions from students.Through these four measures to improve classroom questioning behavior,ultimately to achieve the functions of classroom questioning,which is to inspire thinking,deepen understanding and encourage inquiry.