An Analysis Of Questioning Discourse Of Junior Middle School English Teachers

Teacher questioning plays an important role in students’ language acquisition.It not only provides a source for students’ language input,but also provides more opportunities for students’ language output.In recent years,there have been more and more researches on teachers’ questioning discourse,but most of them focus on college English class,and there are relatively few researches on teachers’ questioning discourse in junior middle school English class.Based on the input hypothesis,output hypothesis and interactive hypothesis,this study took the classroom questioning and discourse of 16 English teachers who participated in the13 th National English Quality Class Competition as the research object,and their classroom teaching videos as the research samples.This paper mainly uses text analysis method and classroom observation method to study the characteristics and positive effects of teachers’ questioning discourse in high quality middle school English class.This paper mainly studies the following two issues:(1)What are the characteristics of middle school English teachers’ classroom questioning?(2)What are the positive effects of classroom questioning by junior middle school English teachers?This study analyzes the characteristics of quality class teachers’ classroom questioning from three aspects: questioning type,questioning strategy and questioning method.After analysis and research,the following conclusions are drawn :(1)Among the 16 teachers’ questions,the number of reference questions is greater than the number of display questions.In different teaching stages,the proportion of display questions and reference questions adopted by them is also different.Sixteen teachers used different questioning strategies,and repeated strategy was the most popular one(44.53%),followed by inquiry strategy(19.64%).The 16 teachers used a variety of questions,voluntary answers accounted for the highest proportion(44.46%),followed by whole class answers(37.12%),other questions also accounted for a certain proportion.(2)Effective classroom questioning not only increases the chances of students’ language output,but also makes the teaching process more smooth;In addition,the classroom questions make the interaction between teachers and students more frequent,the classroom atmosphere is more lively and orderly,which is also more conducive to the realization of the teaching purpose.Based on the above research conclusions,this paper summarizes the enlightenment and suggestions of teachers’ questioning discourse to junior middle school English classroom teaching.However,due to some subjective and objective factors,such as the ability of researchers and the limitation of small sample size.There are some shortcomings in this study,and the paper points out the shortcomings of this study in the end,which provides the direction for further researches.