A Study On Classroom Questioning Based On Marzano’s Taxonomy Of Educational Objectives In Senior High School Exemplary English Lessons

Questioning is not only an essential means for teachers to achieve teaching objectives,but also an extremely significant way to promote the interaction between teachers and students in the classroom.In English teaching,classroom questioning can provide students with a lot of language input.At the same time,it also can facilitate students’ learning with output of the target language.This paper takes eight senior high school exemplary English lessons as the research participants to study their questioning based on Marzano’s Taxonomy of Educational Objectives.Through classroom observation and audio transcription,the research analyzes the teachers’ classroom teaching discourse to answer the following three questions:(1)What are the types of questions used in the exemplary lessons based on Marzono’s Taxonomy of Educational Objectives?(2)What are the sub-types of questions used in the exemplary lessons based on Marzano’s Taxonomy of Educational Objectives?(3)What kinds of questioning strategies are used for different types of questions in these exemplary lessons?The findings of the study are as follows: Firstly,the number and distribution of questions are different.The number of teachers’ questions ranges from 26 to 58 in each lesson.And the percentage of each cognitive questions is 22.2%,35.1%,10.5%,12.6%,2.9% and 16.7% respectively.Secondly,different cognitive questioning have different representative forms.The author selected some teaching fragments,summarized the sub-types and their representative forms of different cognitive questioning and analyzed why the teachers use this type of question under this condition,hoping to provide references for English teachers’ classroom questioning.And thirdly,teachers are seldom using questioning strategies in the classroom from the whole view,and repetition and probing strategies were used more than others.Teachers are seldom using the decomposition strategy in classes.And the numbers of five question strategies under different cognitive questions are different.In the end,the author offered some suggestions according to the above findings in the hope that it may be helpful to English classroom teaching in senior high school.However,because of the limited knowledge and lack of teaching experience,there are still more possibilities to be explored for further study.