A Study On The Effectiveness Of Classroom Questioning By Primary School English Teachers

As an important means of communication between classroom information output and feedback,classroom questioning is an important teaching skill for teachers in teaching activities.As is well-known,questioning is a very common interactive section in the daily classroom teaching,while questioning in English classes can not only narrow the distance between teachers and students to increase interaction between them,but also is a way of language acquisition.While the effective questioning in English classes can not only stimulate and cultivate students’ intrinsic learning motivation,but also guide students to make meaningful communication in the target language in classes.First and foremost,the study,which was based on Krashen’s Input Hypothesis,Swain’s Output Hypothesis Theory and other references,showed the first-level and second-level indicators of the evaluation criterion in order to understand the effectiveness of questioning in primary English classes.The author used both the test method and interview method to enrich the three-level indicators of this evaluation criterion,which were the specific performance of the effectiveness on questioning in primary English classes.Then,based on the specific indicators of them,the author designed the observation record of questioning in primary English classes and conducted an investigation on it.Last but not least,through analyzing the survey results,the study showed the problems in the process of questioning in primary English classes and then put forward relevant strategies to make questioning in English classes better.To conclude,it aims to help teachers improve their ways of questioning in classroom teaching.The research found that there were still the following problems in questioning of primary school English teachers.The degree of openness of the questions content was low,which reflected teachers’ questioning still focused on students’ mastering of knowledge and neglected the cultivation of students’ mind.Continuous questions often occurred in the classes when the teacher asked questions.In this situation,students tended to get confused and psychological pressure was greater.The hierarchy of problems was not obvious,and the transition between problems was not strong.Waiting time was short so that the student did not have enough time to think.The question feedback language was mainly neutral feedback language,which can not meet the needs of students to be affirmed and encouraged,nor can students get effective feedback information.Based on the above analysis,this study provided some strategies for front-line English teachers to solve the problems.Teachers should pay more attention to the preparation before asking so as to improve the openness of the content of the questions.Improve the way of presenting problems to effectively respond to continuous questions.Teachers should face all students and increase the sense of hierarchy of questions.Grasp the opportunity to ask questions and arrange the waiting time reasonably.Establish post-feedback tracking and improve the pertinence of teachers’ feedback.