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Abstract Teachers’ questioning is not only used to draw students’ attention and curiosity, check the teaching effect, train students’ expressive ability, but also to trigger students’ thinking and stimulate the classroom interaction. Hence, appropriate employment of questioning techniques is of great significance in English class. This thesis discusses about functions of teachers’ questioning and analyzes the problems existing in junior middle school English class. With the intention to solve these problems, it puts forward some questioning techniques. 53806
The thesis has a discussion on four questioning techniques: affective technique, question design technique, carrying-out technique and feedback technique. Proper employment of these four techniques can help improve teachers’ questioning skills and the class efficiency.
Keywords: teachers’ questioning; functions; problems existing in questioning; questioning techniques;
摘要教师提问不仅能用来引发学生的注意力和好奇心，检测教师的课堂效果，训练学生的表达能力，还能用来引发学生思考，增进课堂互动。因此，恰当地运用提问技巧在英语课堂教学中具有重要意义。本论文讨论了教师提问的功能，分析了当今国内初中英语课堂中教师提问存在的问题，为了解决这些问题，本文提出了相应的提问技巧。
本文论述了四种提问技巧：情感技巧，问题设计技巧，问题实施技巧和评价技巧。正确的运用这些技巧能有助于提高教师的提问技能，改善课堂效果。
毕业论文关键词：教师提问；功能；教师提问存在的问题；提问技巧
Contents
1. Introduction 1
2. Literature Review 2
3. Teachers’ Questioning 3
3.1 The Definition of Teachers’ Questioning 4
3.2 The Types of Teachers’ Questions 4
3.3 The Problems Existing in Teachers’ Questioning 5
4. The Functions of Teachers’ Questioning 6
4.1 Drawing Students’ Attention and Curiosity 6
4.2 Checking the Teaching Effect 7
4.3 Training Students’ Expressive Ability 7
4.4 Triggering Students’ Thinking 8
4.5 Stimulating the Classroom Interaction 8
5. Questioning Techniques 9
5.1 Affective Technique 9
5.2 Question Design Technique 10
5.3 Carrying-out Technique 11
5.4 Feedback Technique 13
6. Conclusion 15
Works Cited 16
1. Introduction
With the increase of the international communication and interaction, English has become very popular and inevitable in daily life. It serves as a tool for communication and interaction. Thus the English teaching becomes an important task in nowadays’ China. However, the Chinese students are poor at listening and speaking, which obstruct their free communication with others. In order to improve this phenomenon, teachers ask questions to increase the interaction between students and teachers.
In English classes, the “ask-and-answer” between teachers and students are inevitable and necessary. Teachers’ questioning is used frequently to draw students’ attention and curiosity, check the teaching effect, train students’ expressive ability, trigger students’ thinking and stimulate the classroom interaction. With the popularity of Communicative Approach in English teaching in China, the communication and interaction between students and teachers are more frequent. Hence, questioning is used as an essential technique to realize the interaction between students and teachers. However, questioning is not as simple as it seems. There are specific rules in questioning, without which teachers cannot put forward effective questions. Nowadays in junior middle school English class, there exist some questioning problems that obstruct the teaching process, for example, most students are unwilling to answer the questions; some of the students find the “wait-time” too short to think over the questions; teachers prefer to pick up a particular group of students to answer the questions, etc. All these problems are not uncommon in China’s middle school English class but are often neglected without even being noticed. This paper is aimed to discuss about these problems and try to solve these problems.