Abstract

In-class Questioning is not only an important source of language input and output, but also a quite important channel for teachers and students to communicate and intercourse in the class. Whether class teaching can become an interactive, harmonious and effective course for study or increase students’ learning interest and activity largely depends on questioning. Therefore, it can be seen that effective questioning during English teaching can motivate students’ enthusiasm and stimulate their desire and interest in study so that students can be more attention-concentrated and active-minded.

The research takes Hangzhou Cuiyuan Middle School as an example, based on Krashen’s Input and Affective Filter Hypothesis, Swain’s Output Hypothesis and Maslow’s Hierarchy of Needs. Through the analysis of current situation in junior high school English in-class questioning and its impact on students’ learning interest, the author tries to discuss the existing problems and put forward corresponding improvement measures and suggestions based on the research findings. Hope these will help improve the effectiveness of in-class questioning, and thus improve the quality of English teaching.

Keywords: questioning, effectiveness, learning interest, English teaching

Contents

Abstract

摘  要

1. Introduction-1

1.1 Background of the Study-1

1.2 Brief Review of Studies on In-class Questioning-1

1.3 The Purpose and Significance-2

2. Literature Review-3

2.1 Denifition of Questioning-3

2.2 Definition of Interest-4

2.3 The Theory of Second Language Acusition-4

2.4 Maslow’s Hierarchy of Needs-6

3. Research Methodology-8

3.1 The Design and the Implementation of the Questionnaire-8

3.2 The Design and the Implementation of the Interviews-9

4. Resulets and Analysis-10

4.1 The Results and Analysis of the Questionnaire-10

4.2 Analysis of the Interviews-13

5. Conclusion and Discussion-16

5.1 Conclusion-16

5.2 Discussion-16

References-18