An Analysis Of Teachers’ Questioning Discourse In High-quality English Classes Of Junior Middle School ——A Case Study Of The 13th National High-Quality English Teaching Competition Of Junior Middle School

For English learners,junior middle school is the key stage to improve their comprehensive English listening,speaking,reading and writing skills.In China,classroom is an important place for students to learn English.English teachers’ discourse is not only an important tool to implement teaching plan and to promote teaching process,but also the main source of language input for students.Therefore,the quantity and quality of English teachers’ discourse will greatly affect the teaching quality.Huang Jingling（2019）points out that for junior middle school English students,English teachers’ discourse in classroom teaching can be imitated consciously or unconsciously in the process of language development.Therefore,the quality of English teachers’ discourse will have a direct impact on classroom teaching.Zhou Xiuying and Xie Jinyan（2021）points out that English is different from other subjects.Apart from the functions of classroom organization and communication tools,English teachers’ discourse also plays a more important role in target language input.Whether in the teacher-centered classroom or in the student-centered classroom,English teachers’ discourse plays a key role in classroom teaching.English teachers’ questioning discourse is an important part of English teachers’ discourse.Liu Juan（2012）thinks that English teachers’ questioning discourse in class is an important part of English teachers’ discourse.Classroom teaching,teachers’ questioning skills,content and style of teachers’ questioning affect students’ learning process,learning quality and interest in classroom interaction to a certain extent,and it plays a fundamental role in classroom teaching.By asking questions in class,the teaching objectives of this class can be better achieved.As English teachers,they should pay attention to the dynamic information exchange between teachers and students.In class,the most effective way is to ask questions.Effective questioning discourse can not only improve students’ motivation and interest in learning,but also train their ability to think and solve problems independently.Li Junmeng（2015）points out that English teachers’ questioning discourse is an indispensable part of English teachers’ discourse,which is the most common and effective way of interaction between teachers and students in language teaching.Teachers’ questioning discourse plays an important role in improving students’ interest and in encouraging them to participate in teaching activities,in stimulating their thinking and in developing their communicative competence.Qing dandan（2016）points out that teachers’ questioning discourse is the primary means of communication between teachers and students in English class,which provides the opportunity for language communication and is an effective link for teachers to cultivate their communicative competence.Under the guidance of Comprehensible Input Hypothesis,Comprehensible Output Hypothesis and Interactive hypothesis,based on the observation of the 13 th National High-quality English Teaching Competition of Junior Middle School,teachers’ questioning discourse in class will be statistically analyzed,and the characteristics of teachers’ questioning discourse in high-quality English class will be revealed.The following two questions will be studied in this thesis:（1）What are the characteristics of the types of questioning used by teachers in junior middle school High-quality English classes?（2）What strategies are used by junior middle school High-quality English teachers to ask questions in different classes?This thesis is divided into five chapters.The first chapter is the introduction,which mainly includes the research background,research purpose,significance and basic structure of this thesis.The second chapter is literature review,including the related concepts of English teachers’ classroom questioning discourse,the theoretical basis and the research status of English teachers’ classroom questioning discourse at home and abroad.The third chapter is the research design,which includes research issues,research objects,research methods and research process of this thesis.The fourth chapter is the discussion of the research results.The types and strategies of English teachers’ questioning discourse in class will be mainly discussed.The fifth chapter is the conclusion,which summarizes this study,points out the limitations of this thesis add puts forward some suggestions.According to the study,the conclusions are as follows: In junior middle school English class,the most frequently-asked questions are those of knowledge level,application level and comprehension level,while the questions of the analysis level,comprehensive level and evaluation level are seldom asked.This shows that when English teachers ask questions in class,they tend to examine students’ mastery,understanding and practice of what they have learned.In addition to the largest proportion of the questions of knowledge level in other types of classes,the use of the questions of application level are the most common,which shows that junior middle school English teachers focus on training students to learn the actual use of knowledge.In terms of questioning strategies,according to different teaching objectives,teachers can flexibly use the strategies of repetition,trigger,inquiry and self-explanation,and it can be found that most of the questioning strategies are used effectively.