As a second language, it is difficult for students to use English well, while classroom questioning is one of the most fundamental methods to promote the communication between teachers and students, so it becomes more and more important in classroom teaching. In the paper, to begin with, the author introduces the background and purpose of this paper. Next, the author studies and analyzes the related theories of Constructivism and Krashen’s Input Hypothesis. Then, this paper analyzes the problems of classroom questioning, including distribution of questions, lack of wait-time and corresponding feedbacks. And then the author put forward the following strategies for English classroom questioning, including preparing questions before questioning, controlling while questioning and giving feedbacks after questioning. Lastly, this paper gives four suggestions to English teachers for the effective classroom questioning: firstly, teachers should ask more diverse and reference questions. Secondly, teachers should control waiting time according to specific circumstances. Thirdly, teachers should encourage all students to answer questions actively. Fourthly, teachers should give feedbacks after students’ answering.
| Published in | Science Journal of Education (Volume 5, Issue 4) |
| DOI | 10.11648/j.sjedu.20170504.16 |
| Page(s) | 158-163 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Classroom Questioning, Question Strategies, Effectiveness, Suggestions
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APA Style
Hao Yang. (2017). A Research on the Effective Questioning Strategies in Class. Science Journal of Education, 5(4), 158-163. https://doi.org/10.11648/j.sjedu.20170504.16
ACS Style
Hao Yang. A Research on the Effective Questioning Strategies in Class. Sci. J. Educ. 2017, 5(4), 158-163. doi: 10.11648/j.sjedu.20170504.16
AMA Style
Hao Yang. A Research on the Effective Questioning Strategies in Class. Sci J Educ. 2017;5(4):158-163. doi: 10.11648/j.sjedu.20170504.16
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Download@article{10.11648/j.sjedu.20170504.16,
author = {Hao Yang},
title = {A Research on the Effective Questioning Strategies in Class},
journal = {Science Journal of Education},
volume = {5},
number = {4},
pages = {158-163},
doi = {10.11648/j.sjedu.20170504.16},
url = {https://doi.org/10.11648/j.sjedu.20170504.16},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170504.16},
abstract = {As a second language, it is difficult for students to use English well, while classroom questioning is one of the most fundamental methods to promote the communication between teachers and students, so it becomes more and more important in classroom teaching. In the paper, to begin with, the author introduces the background and purpose of this paper. Next, the author studies and analyzes the related theories of Constructivism and Krashen’s Input Hypothesis. Then, this paper analyzes the problems of classroom questioning, including distribution of questions, lack of wait-time and corresponding feedbacks. And then the author put forward the following strategies for English classroom questioning, including preparing questions before questioning, controlling while questioning and giving feedbacks after questioning. Lastly, this paper gives four suggestions to English teachers for the effective classroom questioning: firstly, teachers should ask more diverse and reference questions. Secondly, teachers should control waiting time according to specific circumstances. Thirdly, teachers should encourage all students to answer questions actively. Fourthly, teachers should give feedbacks after students’ answering.},
year = {2017}
}
TY - JOUR T1 - A Research on the Effective Questioning Strategies in Class AU - Hao Yang Y1 - 2017/07/06 PY - 2017 N1 - https://doi.org/10.11648/j.sjedu.20170504.16 DO - 10.11648/j.sjedu.20170504.16 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 158 EP - 163 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20170504.16 AB - As a second language, it is difficult for students to use English well, while classroom questioning is one of the most fundamental methods to promote the communication between teachers and students, so it becomes more and more important in classroom teaching. In the paper, to begin with, the author introduces the background and purpose of this paper. Next, the author studies and analyzes the related theories of Constructivism and Krashen’s Input Hypothesis. Then, this paper analyzes the problems of classroom questioning, including distribution of questions, lack of wait-time and corresponding feedbacks. And then the author put forward the following strategies for English classroom questioning, including preparing questions before questioning, controlling while questioning and giving feedbacks after questioning. Lastly, this paper gives four suggestions to English teachers for the effective classroom questioning: firstly, teachers should ask more diverse and reference questions. Secondly, teachers should control waiting time according to specific circumstances. Thirdly, teachers should encourage all students to answer questions actively. Fourthly, teachers should give feedbacks after students’ answering. VL - 5 IS - 4 ER -
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