A Study Of The English Teachers’ Classroom Questioning In Senior High School ——A Case Study Of No.11 Senior High School In Urumqi

As the most widely utilized means of English teachers in classroom teaching,classroom questioning plays a key role in boosting language acquisition.Classroom questioning not only provides a guarantee for students to input language,but also creates opportunities for students to output language.Classroom questioning has a direct effect on the quality of senior high school English teaching.Classroom questioning can encourage students’ interest and passion in learning,assist students better consolidate students’ knowledge,improve students’ thinking capacity and language expression ability,and promote classroom interaction between teachers and students.Therefore,the inquiry and research on classroom questioning of English teachers in senior high school.English classroom questioning can assist to understand the current situation of teachers’ classroom questioning in English class and effectively improve the quality and effect of English teaching in senior high school.Based on the input hypothesis,interaction hypothesis,output hypothesis,and the analysis of related studies on English classroom questioning at home and abroad,this study uses Urumqi No.11 senior high school as a case study,with 4 English teachers and 157 students as research subjects.The participants in this study are all in the first grade of senior high school.The following three research questions are analyzed in detail in the thesis:1.What are the characteristics of English teachers’ classroom questioning in Urumqi No.11 Senior High School（Classification,questioning and answering,strategies,feedback,wait-time）?2.What’s students’ expectation towards English teachers’ classroom questioning in Urumqi No.11 Senior High School?3.What’s English teachers’ self-cognition towards classroom questioning in Urumqi No.11 Senior High School?The methods of data collection used in this study are classroom observation,questionnaires,and semi-structured interviews.Then the observation scale of English classroom questioning is used to analyze.The following are the major findings: To begin,the classroom questioning of senior high school English teachers primarily contains reference questions,which are typically assigned to the whole class to answer.And the teachers often use repetition and questioning when questioning,and students’ answers always be given positive feedback and appropriate waiting time.Second,students believe that classroom questioning is helpful to English learning,but the difficulty of questioning and teachers’ feedback will affect students’ enthusiasm to answer.Students like the questioning related to life.After answering,they expect teachers to give targeted and positive feedback.Third,four English teachers believe that classroom questioning is very important to English teaching and teachers pay attention to the design and process of classroom questioning,but part of English teachers are lack of reflection on classroom questioning after class.