The Pragmatic Study Of Classroom Questioning Of Senior High English Teachers

Questioning is an important way to bring about interaction between teachers and students.Asking good questions is the key to quality teaching.The famous Brazilian education scholar Freire once said: “Without dialogue,there will be no communication;without communication,there will be no real education.” Through literature review,it is found that few scholars have done pragmatic research on questioning especially in senior high school.Therefore,the research intends to study senior high school English teachers’ classroom questioning from the perspective of pragmatics,aiming to solve three problems:(1)What is the focus of senior high school English teachers’ classroom questioning?(2)What are the pragmatic advantages of high school English teachers’ classroom questioning?(3)How to improve the classroom questioning skills of senior high school English teachers from the perspective of pragmatics?By using the methods of literature review,questionnaire survey,classroom observation and interview,this paper studies the teachers and students of a senior high school in Hanzhong.Through the analysis of the data,it is found that there are four limitations in the classroom questioning of senior high school English teachers: teachers dependent on the curriculum syllabus too much,ignoring the attention to the students’ personality needs;Questions are limited to knowledge related questions,and the classroom display questions are relatively high,besides,the form of questioning is simple;Improper questioning behaviors affect classroom interpersonal relationship;Questioning doesn’t fulfill the aim of education,which weakens the cultivation of students’ personality.This paper summarizes five factors that affect senior high school English teachers’ classroom questioning: Teachers’ educational philosophy,pragmatic literacy,teaching context,teachers’ self reflection and students’ self-development awareness.This research also concludes five pragmatic advantages of classroom questioning,which based on interpersonal pragmatics: Firstly,it can adapt to the teaching context and meet students’ individual needs;Secondly,it helps the dynamic generation of knowledge;Thirdly,it inspires students’ critical thinking;Then,it maintains the gradual dialogue in the classroom;Finally,it promotes the growth of teachers and students.In order to improve the classroom questioning skills of senior high school English teachers,this paper puts forward four pragmatic strategies: paying attention to appropriate speech acts,abiding by the cooperative principle of conversation,being polite to students’ demands and maintaining the classroom interpersonal ecology.Through the study of pragmatic theory of classroom questioning of senior high school English teachers,this research can provide valuable enlightenment for English teachers,help teachers improve their own questioning skills,and promote teachers’ professional development,generating high-quality answers of students.It has a positive impact on the relationship between teachers and students,students’ self-confidence,thinking quality and emotional attitude.