A Study On The Influence Of Junior Middle School English Teacher’s Questioning Strategies On Teacher-student Interaction

In the process of junior middle school English teaching,classroom questioning is an important source of comprehensible language input for second language learners.It is not only a necessary condition for learners to internalize language knowledge,but also an important way for teachers to organize teaching.It has a significant impact for students to participate in language communication activities and promote Language acquisition.This research aim to investigate the current situation of junior middle school English teacher’s questioning strategies and teacher-student interaction,and to analyze the impact on the length and volume of teacher-student interaction from the different dimensions of questioning.At present,there are few investigations and studies on the relationship between questioning strategies and teacher-student interaction at home and abroad,which provides a new perspective for this research.Therefore,researchers will try to use qualitative and quantitative methods to investigate the impact of questioning strategies on teacher-student interaction from different perspectives,in order to improve the effectiveness of English teachers’questioning and the quality of teaching,and bring teaching enlightenment to first-line English teachers.Based on the input hypothesis,output hypothesis,interaction theory and dialogue education theory,this study conducted the experiment on 4 English teachers and 196 students from the 9^thGrade of a junior middle school in Shihezi City,Xinjiang Uygur Autonomous Region,this study used a combination of classroom observation,discourse analysis,questionnaire surveys and interviews to collect data and qualitative data of junior middle school English teachers,and investigates the impact of different types of teacher’s questioning strategies on teacher-student interaction.This study specifically explores the following questions:First,what is the current status of classroom questioning strategies for junior middle school English teachers?This question contains five sub-questions,the number and types of questions,the forms of questions,the waiting time and space distribution of questions,the modifications of questions,and the discourse structures of questions.Second,what is the current status of teacher-student interaction in junior middle school English classrooms?Including the characteristics of the length and the amount of speech.Third,what impact does the classroom questioning strategy of junior middle school English teachers have on teacher-student interaction?The results are as follows:First,the number of questions is sufficient,but teachers used more display questions than referential questions;the forms of questions are mostly“collective answers”and“designated to answers”,students are less likely to“answer voluntarily”;the waiting time mainly stays at 0-3 seconds,rarely waits for more than 8 seconds,but there is no difference in the spatial distribution of the questions;Junior middle school English teachers used little modification skills in“cohesion”,“decomposition of questions”or“rephrases”etc,but extensively used of"repetition";a survey about the discourse structure of teacher’s questioning shows that thetraditional IRF discourse structure occupies the dominant position in the classroom,teachers have the single choice of IR[IR1（I2R2）]F and IRIFI/R2F2 structures.Second,the interaction time between teacher and student is sufficient,the teacher’s questioning time and the student’s answering time are more evenly distributed;the discourse characteristics of teacher-student interaction show large differences,the volume of English teachers’questions is much higher than students’answers,which is about twice as much.Third,the questioning strategies of English teachers have a significant impact on the teacher-student interaction,specifically in the types of questions,forms of questions,waiting time,modifications of questions,and discourse structures,the spatial distribution of questions has no significant effect on teacher-student interaction,the questioning strategies adopted by different English teachers have varying degrees of influence on the length of teacher-student interaction and the amount of speech.The enlightenment of this research on junior middle school English teaching are as follows:First,setting appropriate question types according to the teaching content.Second,extending the waiting time appropriately according to the types of questions.Third,skillfully using question modification skills in the questioning session.Fourth,choosing multiple discourse structures to increase feedback after asking questions.Fifth,creating a democratic and equal view of teacher-student interaction.