3.3.1 Method 8
3.3.2 Contents of Class Observation 8
3.3.3 The Implementation of Class Observation and Recording 8
4. Data Analysis and Discussion 10
4.1 Numbers and Classification of Questioning 10
4.2 Distribution of Questioning 11
5. Conclusion and Suggestions 14
5.1 Conclusion on Class Questioning 14
5.2 Suggestions for Effective Questioning 14
5.2.1 Suggestions for Questions 14
5.2.2 Suggestions for Questions Strategies 14
5.3 Limitations of the Study 15
References 16
1. Introduction
1.1 Class Questioning
The definition of class questioning, or teacher questioning, has been researched by a lot domestic and foreign scholars and educators. Longman Dictionary of the English Language makes a definition of information on the basis of its form. Questions are defined as a kind of an interrogative expression that needs information and response. As in classroom, questions are put forward by an interrogative form. And the Longman Dictionary of Language Teaching and Applied Linguistic gives a definition of questioning according to its function. It is said that a question is a sentence inquiring an opinion, a belief or a fact, which in classroom, can be adopted by the teachers to seek some information from students. In the Educational Volume of China Encyclopedia, class questioning is a crucial teaching method used in teaching process and functioned as an approach to connect the thinking of both the teachers and the students and as the key to open students’ wisdom. Questions with a clarified goal and exquisitely prepared can gradually train students’ thinking ability and habit. Zheng Qingsheng (1997) states in his article that questioning is an active way in the communication between teachers and students to check students’ learning, promote their thinking and learning ability and solidify their knowledge. In some relevant studies, questions is defined as a series of information, for instance, signals and hints, which set by teacher so as to attract students’ attention and response. And meanwhile, it is also the process for teachers to give feedback to their students’ response.
All the studies above show that class questioning is a crucial teaching skill which is very common used by teachers to communicate with their students in order to promote their teaching effectiveness. In the author’s opinion, questioning is an essential language form and a vital language link in the classroom activities. The strategies of class questioning have an extremely strong maneuverability in the classroom teaching. It widely exists in everyday teaching practice, and the art and skill of teacher questioning and the design of it will directly make an effect on the teaching quality and efficiency.
1.2 The purpose and Significance of the Study
Because of the role it plays in language class, researching on the way to improve the quality and effectiveness on the class questioning is of great benefit. However, though the class questioning has been studies for such a long time and abundant theories or studies have been proposed, most of them focused on questioning in first language class. Furthermore, those theories and studies pay more attention to theoretical things and lack practice. Effort still has to be taken to link these theories with the practice in English class under the background of the New Curricular. 初中英语课堂提问的有效性(2):http://www.751com.cn/yingyu/lunwen_45482.html