A Research Of Teachers’ Questioning Strategies In Junior English Reading Class

As one of the main fields of English learning,The importance of English reading teaching is self-evident.One of the ways for teachers to conduct reading teaching is to ask students questions,which provide students with an important source of language input and an opportunity for students to output language.Effective teacher questioning in reading class can stimulate students’ awareness of participation,help students better understand the text,and cultivate students’ ability to solve problems,so as to improve the teaching effect of reading class.Therefore,the research on teachers’ questioning in English reading class is of great significance.This paper takes the questioning strategies of middle school English reading classroom teachers as the research direction,and selects four English teachers and 198 students from a middle school in Zhongshan city as the research objects.Firstly,four English teachers’ reading classes were observed and recorded.Then a questionnaire survey was conducted among 198 middle school students.Finally,a follow-up interview was conducted with the teachers.This paper adopts Wang Duqin’s classification method and investigates from four aspects:planning strategy,design strategy,control strategy and evaluation strategy.Firstly,the use of planning strategy focuses on asking more questions and reading more stage questions.Problems in the use of the lack of attention to the purpose of the question,the expression of the question is not concise.Second,the use of design strategies focuses on specific types of problem forms and types;Use of existing problems for the lack of critical and deep issues raised.Thirdly,in the current situation of the use of control strategies,teachers will adjust their skills to flexibly ask questions and guide students to answer;The existing problems in the use of waiting time is difficult to grasp;Some students are silent in class.Fourthly,in terms of the current situation of the use of evaluation strategies,teachers’ responses to students’ answers are mostly "smile and listen carefully" and "praise and comment frequently".The problems in the use of feedback language are simplification and repetition,partial lack of effective feedback,and invalid evaluation.Finally,the author analyzes the causes of the existing problems in the use of strategies.First,the main reasons are that teachers themselves lack of systematic learning of questioning strategies and ignore the importance of questioning.The second is the influence of long-term teaching habits and traditional thinking.Finally,the limitation of English reading class time and content.