An Action Research On The Effectiveness Of Classroom Questioning Of A Novice English Teacher Based On LICC Paradigm

Classroom questioning is the core of effective teaching and an important way to cultivate students’ innovative ability.However,in the actual teaching process,many teachers’ classroom questioning just stays at the theoretical level and can not be applied to practice.Therefore,teachers need to constantly optimize English classroom questioning and motivate students’ participation in English learning.Currently,most of the related studies focus on the classification,strategies and effectiveness of English classroom questioning.Few are carried out through classroom observation,and even fewer are carried out to improve novice teachers’ classroom questioning by action research.Therefore,based on LICC classroom observation and evaluation paradigm,this research intends to carry out an action research to analyze the effectiveness of novice English teachers’ classroom questioning.The action research has been carried out in two rounds from September to November2021 and lasts for nearly three months.A novice English teacher and 37 students from class10,Grade 7 of F Middle School in Beijing participated in the research.The thesis mainly discusses the following two questions:(1)Based on the LICC classroom observation and evaluation paradigm,can this action research improve the performance of classroom questioning of a novice English teacher?(2)Based on the LICC classroom observation and evaluation paradigm,can this action research improve the effect of classroom questioning of a novice English teacher?Based on LICC paradigm,in preparation stage,the author determines the research topic and selects research subjects by open class observation.After conducting two rounds of action research to improve the performance and effects of classroom questioning of novice English teacher,the author collects,analyzes and discusses the research results according to classroom observation scale and questionnaire.The results show:(1)Based on the LICC classroom observation and evaluation paradigm,this novice English teacher can enrich the types of questions,reasonably allocate question distribution,adjust wait-time and vary feedback after two rounds of action research.(2)Based on LICC classroom observation and evaluation paradigm,students are more satisfied with novice English teachers’ questions and can make full use of them to improve knowledge and develop competence.Therefore,the author suggests that novice teachers should strengthen the learning of the effectiveness of classroom questioning,pay full attention to classroom questioning,and focus on the significance of classroom questioning in English teaching.Finally,the author suggests that students’ questions and other factors can be further included in future research.