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
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Hao Yang, School of Information Engineering, Yancheng Normal University, Yancheng, China; Jiangsu Key Laboratory for Big Data of Psychology and Cognitive Science, Yancheng, China
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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
A Research on the Effective Questioning Strategies in Class, Science Journal of Education.
Vol. 5, No. 4,
2017, pp. 158-163.
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/
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