An Investigation On The Classroom Questioning Strategy Of Senior High School Novice English Teachers

Classroom questioning is not only an important way of interaction between teachers and students in classroom teaching,but also an important means for teachers to understand students,stimulate students’ thinking and cultivate students’ thinking quality.“The High School English Curriculum Standard(2017)” puts forward the core competence of the English subject including four aspects: language ability,cultural awareness,thinking quality and learning ability.The rational use of various strategies of classroom questioning is conducive to the cultivation of students’ language ability and thinking quality.However,novice English teachers have some difficulties and deficiencies in the use of classroom questioning strategies due to lack of experience and other causes,so it is necessary to study the novice English teachers’ classroom questioning strategies.Based on Bloom’s Taxonomy of Education Objectives,Vygotsky’s Zone of Proximal Development and Krashen’s comprehensible input theory,this paper aims to solve the following three research questions through classroom observation,questionnaire and interview:(1)What is the current situation of the use of the classroom questioning strategy for novice English teachers?(2)What are the causes for the existing problem with the classroom questioning of the novice English teacher?(3)How can novice English teachers improve their questioning strategies in question design,control,and evaluation stages?By observing the classrooms of two novice English teachers,conducting a questionnaire survey of 111 students and interviewing 10 novice English teachers,the author draws the following results: First of all,in the problem design strategy,novice English teachers can design questions before class,but how to set appropriate questions is difficult for novice English teachers.The types of novice English teachers’ questions are mostly low-level questions,mainly knowledge and comprehension questions.Secondly,in terms of control strategies,novice English teachers have less time for students to think about questions,and the questioning ways are single.The questioning strategies used are mainly repetition and translation,and the use of classroom questioning strategies is rigid.Finally,in terms of evaluation strategies,novice English teachers have a single evaluation method,evaluation language and error correction method.The main causes for this situation are the change of novice English teachers’ teaching concepts,the lack of teaching experience,the contradiction between teaching tasks and class time,and the lack of theoretical basis and training for classroom questioning.Based on the status quo and causes of novice English teachers’ classroom questioning strategies,the author puts forward some concrete feasible suggestions to optimize teacher’s questioning ability from question design strategies,control strategies and evaluation strategies,aiming at arousing novice English teachers’ reflection on questioning and helping them to better and rationally use questioning strategies to improve the effectiveness of classroom questioning.