Abstract
Classrooms are recognized as social contexts, with interactions taking place. In the classrooms, teacher-student interactions are almost the most essential when learning occurs. Thus, the role of teachers’ questioning plays a crucial role in language classrooms since it fulfills a number of purposes including modeling language, eliciting information, giving input and providing opportunities for output, managing the lessons, and organizing the learning environment, and so on.
This study analyses the top teachers questioning in EFL reading classes of junior high school. It aims at finding out the features of top teachers’ classroom questioning and exploring the possible relevant factors for effective questioning so as to promote the effectiveness of ordinary English teachers’ teaching. Applying the method of direct observation and transcription, it reveals that 1). Top teachers ask more referential questions than display questions, distribute questions comparatively equal and fully use the wait-time strategy, which is more likely to promote students’ active participation and encourage more meaningful output; 2) Teachers’ beliefs and the organization of questioning are two possible relevant factors for top teachers’ effective classroom questioning.
After analysis and discussion, several suggestions are given by the author and also the limitations and suggestions for further researches.
Key words: Questioning; top teacher; features; efficiency
Contents
Abstract
摘 要
1 Introduction-1
1.1 Research background-1
1.2 Significance of the study-2
1.3 Organization of the thesis-2
2 Literature Review-3
2.1 Definition of questions-3
2.2 Research of Teacher Questioning-3
3 Research Design-5
3.1 Research questions-5
3.2 Research Subjects-5
3.3 Research Methods-5
3.4 Data collection-6
3.5 Data analysis-6
4 Research Analysis and Discussions-9
4.1 Elements of questioning-9
4.1.1 Types of questions-9
4.1.2 The Distribution of Teacher Questioning-11
4.1.3 The Wait-time of Teacher Questioning-12
4.2 Possible relevant factors for effective classroom questioning-13
4.2.1 Teachers’ beliefs-13
4.2.2 Organization of questioning-14
5 Conclusion-15
5.1 Major findings of the study-15
5.2 Implications of the study-15
5.2.1 Enriching questioning effectiveness-15
5.2.2 Enhancing professional development and updating teachers’ belief-16
5.3 Limitations, suggestions for future studies-16
References-17
