A Study On The Influence Of Middle School English Teachers’ Classroom Questioning On Students’ Classroom Engagement

English is a foreign language,and a large amount of language input is the key to foreign language acquisition,and teachers’ classroom questions are one of the important sources of language input.By asking questions,English teachers can not only organise classroom teaching effectively,but also guide students’ language output,so that they have more opportunities to communicate and interact with other students in class,thus giving full play to the students’ subjectivity in the classroom.At present,the new round of new curriculum reform in basic education also further emphasises students’ subjectivity education,and to give full play to students’ subjectivity in the classroom.So,English teachers must improve students’ initiative and enthusiasm in participating in the classroom.However,in the current junior high school English teaching,some English teachers are not yet able to improve students’ classroom participation through timely and effective adjustment of their own classroom questioning behaviour.Therefore,this research discusses the impact of teachers’ questioning on students’ classroom engagement from the perspective of middle school English teachers’ classroom questioning through a combination of qualitative and quantitative research methods,and then explore the questioning methods that can effectively improve students’ classroom engagement,providing worthwhile suggestions for the field of education based on these studies.Based on the input hypothesis,output hypothesis and interaction hypothesis,this research mainly discusses the following three questions:(1)What is the current situation of teachers’ questioning in junior high school English classrooms?(2)What is the current situation of students’ classroom engagement in junior high school English classrooms?(3)How does teacher questioning affect students’ classroom engagement in junior high school English classrooms?To address the above issues,this study employs a research method that combines questionnaire survey,classroom observation,and student interview to conduct a questionnaire survey on the students of six classes in grade 2 of junior middle school,so as to gain a better understanding of the current situation of junior middle school English classroom teachers’ classroom questioning and students’ classroom engagement.To ensure the objectivity of the study results,the classrooms of the three English teachers in the six grades are observed and recorded,and a total of 12 students are interviewed,with two students from each classroom observation class.Finally,the results of the classroom observation and interview,as well as the results of the questionnaire survey,will be thoroughly analyzed.The analysis of the findings declare that: Firstly,there are certain problems with junior high school English teachers in terms of the types and ways of asking questions,waiting time after asking questions and feedback after asking questions.Secondly,the general levels of behavioural,cognitive,and emotional engagement among junior high school students in the classroom were not optimistic,and still need to be enhanced.The behavioural and cognitive engagement of junior high school students is relatively high,and the emotional aspect is less involved.Thirdly,English teachers’ classroom questions in junior secondary school have an impact on students’ behavioural,cognitive and affective engagement.In addition,the type of questioning,the way of questioning and the positive feedback after the questioning have a significant impact on students’ behavioural,cognitive engagement in class.According to the foregoing findings,this research offers some recommendations for improving the effectiveness of teachers’ questioning by examining the current state of teachers’ questioning and its impact on students’ engagement in the classroom:(1)Improve the correct understanding of questioning,which should be pre-determined,purposeful and inspiring.(2)Balance the proportion of demonstrative and reference questions,and increase the proportion of reference types.(3)Reasonable distribution of questioning styles for all students.(4)Increase the waiting time after questioning to give students more time to think positively.(5)Improve the quality of teachers’ classroom feedback and the scientific use of feedback.(6)Build an equal interactive relationship between teachers and students.