Research On The Effect Of Teachers’ Questioning On Students’ Oral Output In Junior English Class

In junior middle schools,teachers’questioning is an indispensable part of English teaching,and also an important means to promote students’learning and inspire their thinking.At the same time,teachers’questioning behavior in class has different effects on students’oral output.Accurate and reasonable use of classroom questioning can promote students’communicative competence effectively.Therefore,on the basis of the Input Hypothesis,the Output Hypothesis and the Interaction Hypothesis,this study have mainly discuss the influence of classroom questioning on students’oral output from four aspects:questioning types,questioning strategies,teachers’waiting time,and teachers’feedback.Through the two-way research and the multi-dimensional comparative study between teachers and students,this paper explores the influence of classroom questioning on students’oral output.Based on the purpose of this study,the author puts forward two research questions.Firstly,does the teachers’questioning behavior affect students’oral output;next,what’s the influence of teachers’four types of questioning behaviors on students’oral fluency,accuracy and complexity?In this paper,73 students from two parallel classes in the 8^thGrade of Wuhan No.45 middle school are selected as the research objects,and then randomly divided them into an experimental group and a control group.Firstly,the author observes and records 10 classes,and then transcribes the audio-recordings into written materials for analysis.Secondly,a questionnaire is designed for 73 students to understand students’ideas.Finally,two English teachers are treated by an semi-structured interview respectively to get a better understanding of their views about questioning in class.SPSS software 22.0 is used to analyze the students’scores before and after the experiment to test the hypotheses of the experiment.The major findings of the study are as follows:1.The improvement of questioning behavior can actually improve students’oral output.2.Both display and referential questions can effectively promote students’oral output,referential questions affect the complexity of students’oral output.3.Especially probing strategies and transfer strategies can effectively increase the complexity of students’oral output.4.The waiting time of 3 to 5 seconds has a positive impact on students’ oral output.Students’oral output is more fluent and the sentence structures are more complex.5.Positive feedback with additional information and indirect correction instead of negative feedback will help students to increase their oral output.In a word,junior middle school English teachers should be aware of different questioning behaviors and their effects on students’oral output,so as to effectively design classroom teaching questions.This is not only conducive to students’oral output,but also helps to improve the quality of junior middle school English teaching.