The Influence of Teachers In-class Questioning on Junior High School Students interest in English Study文献综述

 2022-08-29 10:08

ChapterⅡ Literature Review

2.1 Definition of questioning

2.1.1 What is “questioning”?

Questioning is a very common skill both in our life and classroom. Questioning is defined as raise questions and require response in The Modern Chinese Dictionary; Dictionary of New Contemporary Chinese Language defines it: raise questions to ask somebody (usually refers to teachers ask students). And The Longman Dictionary of Contemporary English defines it: a command and an interrogative expression to ask for information, to test someonersquo;s knowledge, to get information or a reaction for somebody, often with difficulty.

A question is any sentence which has an interrogative form or function. In classroom settings, teacher questions are defined as instructional cues or stimuli that convey to students the content elements to be learned and directions for what they are to do and how they are to do it. (Kathleen Cotton,1988) Huang(2008) once said in his doctoral dissertation: classroom questioning should base on the puzzle and difficulty occurring during the teaching activity. There are four steps to deal with the “questioning”: asking-answering-feedback-response, and classroom questioning should focus on “raising questions” and “the raised questions”.

2.1.2 Common Types of In-class Questions

In the studies of in-class questioning, many western scholars of Teaching Methodology tries to categorize them from different perspectives.

Barnes (1969) classified teacherrsquo;s questions into four types: factual question, reasoning questioning, open question and social question. According to his categorization, these questions have no clear difference, but they can be differentiated by some features. Factual questions are about “what”, which can be answered very easily and shortly. Reasoning questions are about “how” or “why”, where reasoning processes are needed in order to answer them. Open questions need no reasoning and permit different acceptable answers, which are opposite with closed questions. Social questions are those may influence or control learnersrsquo; behaviors.

Bloom (1970) divided his questions into seven types: knowledge questions (to check the recognition and memorizing of information); comprehension questions (to help students to understand knowledge by processing information); application questions (to check studentsrsquo; application ability to take some information they have learned and apply it to a new situation); reasoning questions; synthesis questions (to form relationships and put things together in new or original ways) and evaluation questions (to judge or evaluate the merit of worth of an object or a work with reasons).

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