A Study of Teacher’s Questioning Strategies in Junior English Class_英语专业毕业论文.docVIP

A Study of Teacher’s Questioning Strategies in Junior English Class Acknowledgements I would like to express my appreciation to many people who supported me in my writing this thesis during the past few months. I could not have finished this thesis without the assistance of many people. First and foremost, I am greatly thankful to my academic adviser Professor Liu Yan. Had it not been her patient help, the thesis could not have resulted in innumerable improvement and been brought to the present appearance. Secondly, I would acknowledge the help from the teachers and students of Ning Dong Middle School. I would like to express my thanks especially to Professor Ha Xiuqing, Professor Niu Xiaojun and Professor Jia Chaying, and so on, whose lectures in different fields of linguistics have been of great value to the writing of this thesis. Last but not least, my dorm mates give me a lot of help; the discussion with them encourages me to finish this thesis in time. My special thanks also go to my parents for their continuous love, care and support. Abstract Classroom questioning as a common method used by teachers which plays an important role in classroom teaching and it is also of great significance in bilateral activities between teachers and students in English teaching. The study first reviews and describes the main problems existing in teachers’ questioning strategies in Junior English class by means of class observation, field-note taking, questionnaires and irregular interviews with the teachers and their students, and then musters the four teachers’ questioning problems in classroom questioning strategies, for instance, teachers tend to ask more display and lower-level questions than referential and high-level questions in Junior school English class. At last the questioning strategies are changed in English class so as to observe the change of students’ grade, the results showed that the effective questioning strategies can improve teaching efficiency and have