A Research on the Effective Questioning Strategies in Class
Science Journal of Education
Volume 5, Issue 4, August 2017, Pages: 158-163
Received: May 6, 2017; Accepted: May 15, 2017; Published: Jul. 6, 2017
Views 2276      Downloads 157
Hao Yang, School of Information Engineering, Yancheng Normal University, Yancheng, China; Jiangsu Key Laboratory for Big Data of Psychology and Cognitive Science, Yancheng, China
Article Tools
Follow on us
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.
Classroom Questioning, Question Strategies, Effectiveness, Suggestions
To cite this article
Hao Yang, A Research on the Effective Questioning Strategies in Class, Science Journal of Education. Vol. 5, No. 4, 2017, pp. 158-163. doi: 10.11648/j.sjedu.20170504.16
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Norton, D. E. The Effective Teaching of Language Arts [M]. Merril Publishing, 1989, 23-26.
Nunan, D. The Questions teachers ask [J]. AJLT Journal, 1990, 187-202.
Orstein, A strategies for Effective Teaching [M]. Brown Communication Inc, 1990, 28-30.
Mccomas W F. Questioning Strategies [M]. The Language of Science Education. 2014, 82-82.
Peter McCarthy, Alec Sithole, Paul McCarthy, Jea-pil Cho, Emmanuel Gyan,. Teacher Questioning Strategies in Mathematical Classroom Discourse: A Case Study of Two Grade Eight Teachers in Tennessee, USA.[J]. Journal of Education & Practice, 2016, 7.
Wangru C. The Research on Strategies of College English Teachers Classroom Questioning.[J]. International Education Studies, 2016, 9 (8): 144.
Romeo G, Mostacci E. A Br-Exit Strategy: Questioning Dualism in the Decision R (Miller) v. The Secretary of State for Exiting the European Union [J]. Social Science Electronic Publishing, 2017.
Walsh R L, Hodge K A. Are we asking the right questions? An analysis of research on the effect of teachers questioning on childrens language during shared book reading with young children [J]. Journal of Early Childhood Literacy, 2016.
Sangoleye S A, Kolawole C O O. A Critique of Selected Instructional Strategies in Higher Institutions in Nigeria. [J]. Journal of Education & Practice, 2016, 7.
Mills C M, Landrum A R. Learning Who Knows What: Children Adjust Their Inquiry to Gather Information from Others [J]. Frontiers in Psychology, 2016, 7.
Francis E M. Now That's a Good Question! How to Promote Cognitive Rigor through Classroom Questioning. [J]. Ascd, 2016.
Huang G C, Lindell D, Jaffe L E, et al. A multi-site study of strategies to teach critical thinking: ‘why do you think that?’ [J]. Medical Education, 2016, 50 (2): 236.
Hong-Xia S I, Shen J. An Investigation and Analysis of the Validity and Availability of Questioning in the Chinese-teaching Classroom [J]. Journal of Higher Education Research, 2016.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186