新手型与专家型教师在初中英语阅读教学中课堂提问的对比研究

cally points out that one of the purposes of English teaching is to develop students’ independent reading skills and practical abilities. Second, this research attempts to analyze how teachers use questioning to create interaction between teacher and students in English reading classes, thereby promoting students to absorb intelligible input and guide students to  produce  intelligible  output.  So  the  research  testifies  and  enriches  Krashen’s  Input Hypothesis,  Long’s  Interaction  Hypothesis  and  Swain’s  Output  Hypothesis.  Third,  it provides  novice  and  expert  teachers  with  a  theoretical  guidance  for  understanding  and identifying  their  own  questioning  behaviors  so  as  to  improve  and  deepen  their understanding of English teaching.

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Chapter II Literature Review

2.1 Definition of key terms

This  section  demonstrates  the  basic  definitions  including  classroom  questioning, questioning  type,  questioning  strategy,  answering  way,  wait  time  and  teachers’  feedback, which may act as a reference for further analysis. 

2.1.1 Classroom questioning 

From  the  etymological  point  of  view,  the word “questioning” comes from the Latin “quaerere”, which means to seek. Scholars at home and broad have defined the classroom questioning from different perspectives. 

Hunkins (1972) in his book Questioning Strategies and Techniques proposed that the classroom questioning is to guide students to actively participate in classroom teaching and make students recognize the key points and difficulties of the learning content. Besides, it can improve the level of awareness and help teachers maintain the teaching order.

According  to  Cotton  (1983),  classroom  questioning  as  instructional  tool  is  used  to guide  students  approach  to  the  learning  goals  set  by  teachers  before  lesson.  Psychologist Wragg  (1984)  was  the  real  representative  on  classroom  questioning.  He  believed  that  if there is something that could stimulate students’ interest and make them react and discuss, that would be the questioning. 

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2.2 Comparative studies on novice and expert teachers

2.2.1 Definition of novice and expert teachers

The  definition  of  novice  teacher  and  expert  teacher  is  the  basic  content  in  this comparative  study.  Either  domestic  or  foreign  scholars  have  different  views  on  the definition of novice and expert teacher. 

Berliner (1988), based on the teaching professional development, proposed the model of  teachers’  professional  development  from  five  stages:  novice  teacher;  skilled  novice teacher; competent teacher; proficient teacher; expert teacher. Berliner also considered that a novice teacher is a teacher who has just graduated from normal university, and his or her behavior is quite rational and trends to follow the rules, while the expert teacher tends to be irrational and flexible.

Leinhart.G (1996) defined the expert teacher based on the following three criteria: (1) Students’ scores.  If the score improvement of students is listed on the top 15%-20% in a certain  region,  then  this  teacher  is  an  expert  teacher.  (2)  Subjective  evaluation  of  o