A Contrastive Study Of The Use Of Questioning Modes Between Novice And Experienced Teachers In English Reading Class To The First-year Seniors

Classroom questioning has always been one of the most frequently used strategies as well as an art in teaching(Taba,1984).Teachers can know how well the students understand the passage by asking questions.The correct use of questioning modes can arouse students’ interest in reading,improve reading skills and develop their good reading habits.At present,there are many studies on senior high school English reading questioning modes,however,many studies do not focus on the specific use and implementation of teacher questioning modes.However,there are not many studies focusing on the specific use of the teacher’s classroom questioning modes,especially the differences between teachers of different teaching years.This study used qualitative and quantitative research methods which aims to observe and analyze the use of questioning modes in the English reading class for two experienced and two novice senior high school English teachers from following four aspects: the types of teacher’s questions,ways of answering questions,wait-time and teacher’s feedback.It is found that both novice teachers and experienced teachers can basically use reasonable questioning modes,which can basically match the standards in the standards of questioning types,ways of answering and feedback,but they do not give students enough wait time.However,there is a gap between them.The specific performance is as follows: In terms of the types of questions in the classroom,both experienced and novice teachers tend to ask referential questions.Although novice teachers have more questions than experienced teachers,experienced teachers can ask more referential questions,so the quality of them is higher.Regarding the ways of answering questions,the most common way is nominating,but the experienced teacher prefers to discuss and answer.The author also found that the wait-time for all teachers is not long enough,especially more than 10 seconds,and the performance of the novice teachers is far less than the experienced ones.Compared with the teacher’s feedback,all teachers like to use the repetition and simple evaluation as the ways of feedback.Simple evaluation of the novice teacher is more widely used.In order to mobilize the students’ positive thinking,the experienced teachers are more specific in the praise of the students,which is more conducive to guiding students to learn in the classroom.All teachers can give feedback after the students answer the questions,but the simple evaluation is more used,and the evaluation of the students’ responses is not specific enough.This study can add some empirical cases for the study of Senior high school English reading class questioning modes,and also provide some suggestions for promoting the professional development of teachers.