A Study On The Correlation Between Teachers’ Questioning Behavior And Students’ Learning Anxiety In Junior High School English Classroom

Previous studies have shown that anxiety will hinder students’ language acquisition in classroom teaching.Teachers promote teaching progress and understand students’ learning progress usually by questioning,which often makes students feel anxious.In the English Curriculum Standard for Compulsory Education in 2022,students are required to maintain English learning motivation,reduce learning anxiety,and keep self-confidence in the aspect of emotional management strategies.As one of the emotional factors,anxiety plays an important role in students’ language acquisition.Teachers should pay attention to the influence of students’ emotional factors and improve their questioning behavior to reduce students’ learning anxiety towards questioning in English class.Therefore,it is of great significance to explore the correlation between teachers’ classroom questioning behavior and students’ English classroom learning anxiety,and to study which kind of classroom questioning strategies can alleviate students’ English classroom anxiety,to improve students’ English acquisition efficiency.Based on the affective filter hypothesis and humanistic psychology theory,this study takes 18 teachers and 150 students among Grade 7,8 and 9 as the research participants,and mainly studies the following questions through questionnaires,interview,and classroom observation: 1.What is the status quo of English teachers’ classroom questioning in junior high school? 2.What is the status quo of the students’ English classroom anxiety in junior high school? 3.Is there a correlation between English teachers’ classroom questioning behavior and students’ English classroom anxiety,and if so,what kind of correlation do they have?The main results are as follows: first,teachers often use display questions when questioning.The way of questioning is relatively simple,calling the roll is used more often.Feedback is mostly simple words.Because time is limited in most situations,fewer teachers can take care of changes in students’ emotional attitudes.Second,students generally have an above-average level of anxiety in the English classroom.Among them,the average anxiety value of students in grade 9 is the highest,and the level of anxiety of girls is higher than that of boys.Third,there is correlation between English teachers’ classroom questioning behaviors and students’ anxiety in English classroom learning,and it was affected by students’ English learning level.Teachers different questioning behaviors can affect different aspects of students’ English classroom anxiety.The general situation is as follows: some questioning behaviors have appropriate positive correlation with students’ English classroom anxiety such as display questions,call the roll,waiting time less than 3 seconds and more than 5seconds,no or negative feedback,redirecting,repeating questions;some questioning behaviors have appropriate negative correlation with students’ English classroom anxiety such as referential questions,answering questions in chorus and discussing in groups,waiting time more than 5 seconds,guiding students to answer questions,giving positive feedback.According to the research results,the following suggestions are put forward,hoping to help teachers reduce students’ English classroom learning anxiety in classroom questioning.First,teachers need to set different types of questions according to different situations and design more group discussions and give students appropriate wait time.Second,teachers need to pay attention to students’ emotional factors and ask questions in appropriate tone.Students’ characteristics and zone of proximal development need to be taken into consideration.Third,teachers need to give students formative assessment and more encouragement.Fourth,feedback needs to be timely and targeted.Teachers’ feedback needs to be according to the content of students’ answers.Fifth,teachers need to guide students who cannot answer questions.