本文是一篇初中英语教学论文研究，本研究旨在从问题类型、提问策略、回答方式、等待时间和教师反馈五个方面探讨新手教师和专家教师在英语阅读教学中课堂提问的异同。提出了三个研究问题，主要研究结果基于课堂观察、学生问卷调查和访谈。
Chapter I Introduction
1.1 Background of the research
Classroom questioning is not only a major way of communication between teachers and students, but also a frequently used strategy in teaching. Questioning was one of the basic ways used by the teacher to stimulate students’ thinking and learning (Aschner, 1961). Wilen (1991) stated that high-quality classroom questioning can improve teachers’ teaching behavior, increase students’ participation in classroom, stimulate students’ interest in learning, and promote communication and interaction between teachers and students, thus improving students’ communicative competence. As Wang Qiang (2002) noted that classroom questioning is an indispensable element in English teaching, which can be found in any type of a lesson, such as listening or speaking, writing or reading, grammar or vocabulary. So it is obvious that the classroom questioning is the main language input link for students, and it is also the effective means of guiding students to learn English.
Reading plays a significant role in English teaching. FLTRP, an English textbook for junior high school students, has one reading text in each unit. Reading is not only helpful for students to accumulate basic language knowledge and strengthen comprehensive language skills, but also the main way for students to understand English cultural background and other countries’ cultural customs. Fostering students’ reading comprehension ability is crucial to junior high school English teaching. However, the status of English reading teaching is quite not satisfying. Although students can understand the reading materials, they have difficulty expressing their opinions in English, which means they can understand language input, but they cannot produce understandable output.
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1.2 Purpose and significance of the study
This study is to make a comparison of classroom questioning between novice and expert teachers in English reading teaching in junior high school to find out the similarities and differences in terms of questioning types, questioning strategies, wait time, answering ways and teachers’ feedback. Based on the analysis and results of the research, this study is expected to give some suggestions to the teachers on the effective classroom questioning and make them realize strengths and weakness in their professional development.
Richards & Lockhart (1996) holds that teachers’ questioning can not only motivate students to participate in classroom communication but also make students adjust their utterances to be more understandable. Reviewing the previous studies, it can be seen that there are few comparative studies of classroom questioning in junior high school. Thus, it is of great necessity to do such research.
This research is of great significance in theory and practice. First of all, it meets the requirements of English Curriculum Standards for Junior High School (2011), which specifi
