The Influence Of Teachers’ Questioning On Students’ Oral Output In High School English Classroom

Teachers’ questioning is one of the important components of classroom teaching activities.It is an important channel for the interaction between teacher and student.Therefore,all aspects of teachers’ questioning will affect students’ oral output in the class.In recent years,teachers’ questioning has received extensive attention from scholars at home and abroad,but there are relatively few studies on the oral output of students’ corresponding to teachers’ questioning.This study takes the students of the second year of a middle school in Shijiazhuang as research objects.From the perspective of the types of questions asked by teachers,questioning strategies,waiting time and feedback after questioning,the author adopted classroom observation,questionnaire survey and teaching experiment to explore the impact of teachers’ questioning on students’ oral output.The research questions are as follows:1.What are the current status of question type,questioning strategy,waiting time and feedback after questioning in high school English classroom at present?2.What are the language components(word or phrase,single sentence,complex sentence)of students’ oral output under different question types,questioning strategies,waiting time and feedback after questioning in high school English classroom?3.Can optimizing teachers’ questioning have a positive effect on students’ oral output?In the first phase of the study,the author observed the current situation of the questioning in class of the four English teachers and the responses of students in the second grade.In addition,questionnaires were sent to students to get an in-depth understanding of the actual classroom questioning situation and students’ views on teachers’ questioning.The second stage is experimental research.It is based on the conclusions of the first phase of research.Then the author designed the optimized classroom questioning scheme and used it as the independent variable in the experimental research.Finally,the data analysis of the pre-test and post-test of the experimental class and the control class are used to determine that whether the optimized classroom questioning scheme will have a positive effect on students’ oral output.The results of classroom observations are as follows:(1)Teachers need to balance the distribution of question types.There are fewer reference questions,which can make students produce more complex language output;(2)The use of questioning strategies is not flexible enough,and we should consider the differences in the effect of different questioning strategies on students’ oral output;(3)The waiting time is not long enough,especially when the questions are more complicated.Students need to output more language components to answer these questions;(4)The feedback after the questioning and answer is relatively simple.Teachers don’t give enough attention to the passive effect of the negative feedback on language output of students.The second phase of experimental research data show that: optimal control of questioning in high school English classroom from multiple perspectives can have a positive effect on students’ oral output.Aiming at the current status of questioning and the conclusions of the research,the author puts forward some teaching inspirations of this research,including improving teachers’ language literacy,using questioning strategies flexibly,optimizing the evaluation and feedback forms of questioning and controlling students’ waiting time rationally.