ABSTRACT:Teacher questioning is not only an important teaching tool, but is a basic form of language communication in classroom. A question is the guide to thinking and teacher questioning is the catalyst for English interaction activities. It can arouse students’ attention, transfer students’ enthusiasm and initiative and improve students’ participant awareness. Besides, it also benefits students to cultivate their innovative awareness and to improve the effectiveness of classroom teaching. To achieve the effectiveness of classroom teaching, the most critical question is to realize the effectiveness of the teacher questioning. This thesis explores teacher questioning in English classroom with respect to the six aspects of questioning: student’s views about teachers questioning, distribution of the questions, skills of questioning, and categories of questions, answering styles, and evaluation on answers. Through analyzing the results of questionnaire which was given to 126 students, this thesis attempts to describe the existing classroom teacher questioning situation in junior English teaching and students’ expectations and attitudes towards teacher questioning. It points out the deviations of current classroom teaching, such as, consciousness, behaviors, content and motivations. The thesis, based on the new curriculum concept and building “student-centered” classroom teaching activities, delves into how to improve the effectiveness of teacher questioning.
Key words: Junior English; The New Curriculum; Teacher Questioning; Effectiveness