ABSTRACT:Teachers’ questioning has played a crucial role in English language teaching for many years. Based on the Bloom’ Taxonomy, this thesis mainly explores English majors’ perceptions on the types of English teachers’ questioning in the classroom, aiming to provide English teachers some references for them grasping students’ needs completely and questioning better in class. Therefore, the present researcher chose 150 junior and senior English majors in Honghe University as the participants, and randomly invites ten of them to be the interviewees. The results of the questionnaire showed that (1) 51.35% of the participants admitted the Knowledge Type of Question is relatively often posed by their English teachers in class, and 40.54% of participants thought Evaluation is closely behind; (2) It also showed that most of the participants hoped their English teachers could ask all types of the questions, for example, 73.65% participants hoped that their English teachers could ask them Analysis Question, Comprehension Question (72.30%), Evaluation Question (70.95%), Application Question (67.57%), Knowledge Question (61.49%), and Synthesis Question (61.49%). The results of the interview showed that students had their problems in answering each type of questions, for instance, the short time given by teachers, the affection of teachers’ feedback etc. Finally, to enhance the efficiency of English teachers’ questioning, the author puts forward some suggestions.

Key words: teachers’ questioning; types of questions; students’ perceptions

TABLE OF CONTENTS

摘要

ABSTRACT

1 INTRODUCTION-1

1.1 Background of the Study-1

1.2 Purpose of the Study-1

1.3Significance of the Study-2

1.4Organization of the Study-3

2 LITERATURE REVIEW-5

2.1 Introduction-5

2.2 Theoretical Background-5

2.2.1 Definition of teachers’ questioning-5

2.2.2 The types of the teachers’ questioning-6

2.2.3 The function of the teachers’ questioning-8

2.3 Practical Background-9

2.3.1 Foreign studies-9

2.3.2 Domestic studies-10

2.4 Summary-11

3 METHODOLOGY-12

3.1 Introduction-12

3.2 Participants-12

3.3 Instruments-12

3.3.1 Questionnaire-12

3.3.2 Interview-13

3.4 Data Collection-14

3.4.1 Questionnaire-14

3.4.2 Interview-14

3.5 Data analysis-15

3.5.1 Questionnaire-15

3.5.2 Interview-15

4 FINDINGS AND DISCUSSIONS-16

4.1 Results of the Questionnaire-16

4.1.1 The types of questions usually posed by the English teachers in the class from the participants’ perspective-16

4.1.2 Students’ perceptions on each type of questions-18

4.2 Results of the interview-19

4.2.1 The participants’ perceptions on each type of questions posed by their teachers in the class-19

4.2.2 The participants’ problems in answering each type of questions-20

4.3 Suggestions for Teachers-22

4.3.1 Keeping a balance in asking each type of question-22

4.3.2 Taking students’ needs and problems into consideration-23

5 CONCLUSION-24

REFERENCES-25

APPENDIXⅠ-27

APPENDIXⅡ-29

ACKNOWLEDGEMENTS-30