A Corpus-based Discourse Study Of Teachers’ Follow-up Questioning In Junior Middle School English Online Quality Classes

Teacher talk refers to the language used by teachers to organize and engage in classroom teaching.The quality of teachers’ discourse is directly related to the classroom teaching effect and the cultivation of students’ language ability to some extent.Teachers need to be adept at using the art of "asking",especially "follow-up questioning" to inspire learners to think more deeply and extensively.The main expectation of this study is to use the self-built corpus and SPSS to conduct a descriptive statistical analysis of teachers’ follow-up questioning in the part of coastal and inland areas of Eastern China from online quality classes.And the prominent findings contain the following aspects.Firstly,junior middle school English teachers predominantly ask more questions but fewer follow-up questions in class.Secondly,in the comparison of follow-up questioning between grades,there are many similarities between them,including the frequency of forms of follow-up questioning all followed by the rule like,comprehensible questions > knowledgeable questions > application questions.But for advanced level of cognition,almost each form of advanced cognitive follow-up questioning in grade 9 is twice than that of grade 7.Thirdly,in the comparison of two regions in Eastern China,there is a significant difference in follow-up questioning.Besides,most English teachers have the consciousness of asking follow-up questions in class,but it does not bring about the improvement of learners’ quality of discourse output obviously.In summary,the purpose of this research is to explore the overall situation of teachers’ follow-up questioning in online high-quality English classes.These findings can not only promote the current teaching effect to a certain extent,but also for the teachers themselves,can promote the professional development.