4.1 The Current Situation of Teachers’ Questioning Strategies ............... 30
4.2 Teachers’ Views on Questioning Strategies ............................. 34
4.3 Students’ Views on Teachers’ Questioning Strategies ..................... 38
Chapter Five Conclusion ........................... 62
5.1 Summary of Research Findings ........................... 62
5.2 Implications ................................ 64
5.3 Limitations and Suggestions of this Study ....................... 66
Chapter Four Findings and Discussion
4.1 The Current Situation of Teachers’ Questioning Strategies
In this study, according to scholar Wang (2002), teachers’ questioning strategies can generally be divided into four main types: target strategies, design strategies, control strategies and evaluation strategies. During the three months classroom observation and recording, each four teachers all were observed in ten classes. After data collection, all raw data were transcribed into written material. According to the classroom observation, the research data of teachers’ interviews, the author summarizes the current situation of the classroom question strategies of high school English teachers based on the classification standards of scholar Wang’ s questioning strategies.
Generally speaking, teachers can design questions in advance in the preparation stage, and most of these questions are presented in teaching PPT, which can be seen from English teachers’ classroom teaching. At the same time, according to the records of the four teachers’ classroom observation, the four teachers all ask more detailed questions on the basis of the prepared questions, but most of them are simple, for example, what does this word mean? can you give an example? Combining the content of teachers’ questions and students’ response, the purpose of these questions is to attract students’ attention and strengthen the interaction between teachers and students in class. In addition, through interviews, it can be seen that teachers always pay attention to the purpose of asking questions to a certain extent, especially among English teachers with rich teaching experience.
Chapter Five Conclusion
5.1 Summary of Research Findings
This study analyzes the situation of English teachers’ use of questioning strategies in senior high schools through classroom observation, including the characteristics and reasons of using different types of questioning strategies. At the same time, teachers and students’ views on different questioning strategies were also discussed. In addition, the different scaffolding functions of different questioning strategies in English lessons are discussed. On this basis, the major findings are drawn from the research results:
First, teachers gradually attach importance to the role of questioning strategies. From pre-class design to classroom behavior and evaluation, teachers gradually realize the importance of using different questioning strategies in the actual classroom. Generally speaking, in the senior high school English classes, teachers tend to ask questions related to students’ lives and teachers always use control strategies to adjust the way they ask questions in order to keep students’ interest and motivation in language learning. However, in most cases, teachers usually inform students by extending the waiting time and recommending questions. In addition, teachers’ feedback has a common feature in that the feedback content is relatively simple, but the form of everyone’s feedback is related to their own teaching style.
Second, with regard to teachers’ and students’ views on the use of questioning strategies, almost everyone agrees on the importance of different questioning strategies for English language acquisition. In terms of teachers, all four teachers, in relation to their own experiences of using questioning strategies in teaching, clearly state that teachers should adapt the content of their questions to the needs of their own students
