| As one of the five skills of listening,speaking,reading,writing,and viewing,listening plays an important role in English learning.Classroom questioning is the main part of English listening teaching,which can strengthen the teaching effect of listening.This paper will investigate the current situation of high school English teacher questioning in English listening class,find out the deficiencies,and provide scientific suggestions for high school English teachers,so as to improve the effectiveness of teachers’ questioning in English listening class.Based on the input hypothesis and the output hypothesis,this research selects 78 English teachers from 5 demonstrative high schools in Chongqing as the research subjects and adopts questionnaire,interview and classroom observation to investigate the current situation of high school English teachers in English listening class.The questionnaire is modified from the teacher questionnaires by Luo Qiaozhi（2017）and Zhou Xing and Zhou Yun（2002）,aiming at answering the following three questions:（1）What is the current situation of teacher questioning in English listening class?（2）What are the differences between experienced teachers and novice teachers in classroom questioning?（3）What problems do teacher questioning exist in English listening class?The research results show that:（1）The status quo of teacher questioning in the English listening class of demonstrative high schools in Chongqing is as follows:teachers raise more display questions than referential questions;the distribution of questions is reasonable;the time for students to answer questions is usually less than 3seconds which is relatively short;the answering ways are mainly based on nominating and chorus-answering;teacher feedback are mainly positive;teachers pose the most questions in the pre-listening and post-listening stages.（2）The differences between experienced teachers and novice teachers are mainly manifested in: experienced teachers tend to use more referential questions in English listening class,distributing more reasonable questioning types,giving more time for students to answer the questions,naming students to answer the questions or allowing them to answer voluntarily and giving students positive feedback with evaluation and encouragement;novice teachers tend to let students answer collectively;they often give students simple positive feedback with simple content.（3）The existing problems are the following: the types of questions are single;the content of the questions attaches great importance to the detection of language knowledge,while ignoring the cultivation of students’ cultural awareness and thinking quality;the wait time for students to answer questions is short;the content and form of teacher feedback is single.Based on the above research results,this paper puts forward the following suggestions:（1）Firstly,teachers should strengthen the theoretical knowledge of English teaching,improve their own teaching skills,and enrich the content and skills of questioning;Secondly,teachers should provide diversified feedbacks and strengthen students’ critical thinking to meet the demands of student-centered principles.（2）Schools should attach importance to the construction of teaching and research teams,and strengthen cooperation and exchanges between new and experienced teachers;schools should formulate teaching and research activities with different themes according to the level of teachers and existing problems in the school to promote the development of teachers’ teaching ability. |
