问题表单

是/否

或

Wh-

如何/为什么

比例

14%

3%

66%

17%

时间

秩

没有一个

两次到三次

四倍以上

前十名

0

52%

90%

十到二十

20%

35%

10%

20外

80%

13%

0

标题

选择

结果

问题6

A

8

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ISSN 1798-4769

Journal of Language Teaching and Research, Vol. 9, No. 2, pp. 328-335, March 2018 DOI: http://dx.doi.org/10.17507/jltr.0902.14

A Survey of Effective Classroom Questioning in College English Teaching

Le Zhang

Shanxi Normal University, Linfen, China

Abstract—Classroom questioning is an effective teaching strategy. Questioning in classroom is not only an important source for students inputting language, but also a contributing factor for students outputting language. It plays a critical role in promoting the communication and interaction between teachers and students. Whether the class teaching is effective or not, mainly depends on questioning. Therefore, effective questioning can stimulate studentsrsquo; interest and motive their enthusiasm in study and then to achieve better teaching effect. More and more attention is paid to the classroom questioning home and abroad, but there is a lack of attention given to the classroom questioning in college. On the basis of the previous achievements, the author makes a survey on the freshman majoring in English in Shanxi Normal University. And through the analysis of the situation in college classroom questioning, the author tries to discuss the existing problems and put forward some improvement suggestions. The research will help teachers to find their problems in questioning and improve their questioning skills and then to promote the English teaching.

Index Terms—questioning situation, effective classroom questioning, College English class teaching

1. INTRODUCTION
2. Background of the Study

Since the new reform of curricula, the traditional roles of teachers and students have gradually been changing, as well as the traditional models of teaching and studying. The new curricula are trying to develop studentsrsquo; spirit of active learning and exploration. Besides, it cares more about the ways to acquire knowledge and development of thinking ability instead of focusing more on the quantity of the transmission of knowledge. Therefore, teachers should act as the promoters and decision makers. In order to achieve this goal, we should pay more attention to the effectiveness of class teaching. Whether class teaching is effective or not largely depends on classroom questioning. In recent years, more and more attention is paid to the classroom questioning. For example, Wu (2011), Zheng (2009) and many other scholarsrsquo; researches analyze the existing problems in classroom questioning. They mainly analyze from the four aspects: the type of question, the distribution of question, the wait-time and the teacherrsquo;s feedback. Through the study of the most scholars at home and abroad, the author finds that the most of the studies are in the theoretical stage, but they are not applied to the practice. And there is lack of attention given to the classroom questioning in college. So it is necessary for us to investigate the current situation in college English classroom questioning so as to improve the teaching effect. The effectiveness of questioning has a direct influence on the teaching effect and the development of learnersrsquo; thinking ability.

1. Purpose and Significance of the Study

Questioning can be used as a kind of classroom interaction for teachers and students to communicate and intercourse and then to promote the English teaching. However, due to the pressure from exam-oriented education, teachers and students all make great efforts to get high scores. So under the stress, teachers often ask many informational questions to help students remember knowledge. And some teachers are unaware of the problems in the type of the questions, the distribution of question, the wait-time and the teacherrsquo;s feedback.

The aim of the study is to make teachers and students aware of the existing problems in college English classroom questioning by analyzing the current situation in college English classroom questioning. And meanwhile English teachers should try their best to ask questions effectively to stimulate studentsrsquo; interest in English learning and active thinking dependently, thus can improve the learning and teaching effectiveness, and finally can promote studentsrsquo; full and healthy development.

1. LITERATURE REVIEW
2. The Definition of Effective Classroom Questioning

Questioning is a kind of signal stimulus and it can cause studentsrsquo; reaction. Class questioning refers to teaching indication or a stimulus about what has been studied by students or a direction on what to do and how to do thing.

Effective classroom questioning is a process where teachers use appropriate language to raise proper questions in teaching, and provide reasonable feedback according to studentsrsquo; answers, so that students can acquire knowledge and

JOURNAL OF LANGUAGE TEACHING AND RESEARCH 329

thus teachers achieve comprehensive teaching goals, under the guidance of specific teaching objectives or tasks. From the concept of effective classroom questioning, we can see that classroom questioning is not simple questioning and answering, but is a process of studentsrsquo; self-discovery and self-learning under the guidance of teachers according to certain teaching objectives.

1. Classification of Questions

Different people have different ideas on the classification of questions. For instance, Nuttal (2003) divides questions into four types based on the form of questions: yes / no questions, alternative questions, wh-questions and how / why questions. In these four questions, yes / no questions are the easiest. Students only need a simple judgment with yes or no and need not answer in complete sentences. How or why questions require students to answer in complete sentences, and students must have necessary lan

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