Abstract

This thesis aims at finding out some defects in questioning in reading course in current junior middle school and exploring the ways of how to better question students in English reading class since there are many inappropriate applications of questioning in real English teaching practices. Reading course, as one type of the English-learning courses, is meant to develop students' divergent thinking and critical thinking ability besides the comprehension ability. This distinguished feature of reading course makes questioning more important in classroom reading teaching. 

Four English teachers and their students in Grade Eight from Fengtan Middle School are selected as the participants of the class observation, questionnaire survey as well as personal interviews in this study. And the results show that in order to follow the principle of students-centered, teachers need to consider the following aspects while designing questions: the number of the questions and their types, specific strategies used in questioning, distribution of question-answer as well as feedback. Therefore, this study to some extent enriches studies on questioning strategies in middle schools, which is of positive significance and referential value to promote effectiveness of EFL teaching and cultivate students' autonomous, explorative and cooperative spirits under the background of New Curriculum Reform in EFL teaching in middle schools.

Keywords: teacher’s question; English reading course; junior middle school students; questioning strategies

Contents

Abstract

摘  要

1 Introduction-1

1.1 Background of the research-1

1.2 Purpose of the research-2

1.3 Structure of the thesis-2

2. Literature review-4

2.1 Classroom questions-4

2.1.1 Definition of classroom questions-4

2.1.2 Classification of classroom questions-4

2.2 Effectiveness of classroom questions-4

2.2.1 Definition of effective classroom questions-5

2.2.2 Characteristics of effective classroom questions-5

2.2.3 Purpose and function of effective questioning-5

2.3 Effective reading-6

2.3.1 Purpose of reading-6

2.3.2 Process of reading-6

2.3.3 Role of questioning in reading-7

2.4 Conclusion-7

3 Methodology-9

3.1 Overview of the experiment-9

3.2 Characteristics of junior middle school students-9

3.3 Procedures-10

3.3.1 Classroom observation-10

3.3.2 Questionnaire-10

3.3.3 Personal interview-11

4 Findings-12

4.1 Data analysis of classroom observation-12

4.1.1 Analysis of the number and type of questioning-12

4.1.2 Analysis on the strategies of questioning-14

4.1.3 Analysis of the relations between feedback and voluntary answering-15

4.2 Data analysis of the questionnaire and interview-17

4.2.1 Analysis of the influence of teacher’s feedback-17

4.2.2 Analysis of teacher’s question-construction-18

5 Discussion-20

5.1 Implication of the research-20

5.2 Limitation of the current research-21

5.3 Conclusion-22

References-23

Appendix I-25

Appendix II-26