A Research on Different Classroom Questioning Strategies Between Chinese and Foreign EFL Teachers

The application of questioning as a teaching tool has always been considered as a main part of the teaching process.Based on the viewpoint of several researchers,a survey was conducted on the application of different questioning strategies by Chinese and foreign EFL teachers in a middle school,in order to determine their effects on students’language learning output and propose measures to optimize Chinese teachers’questioning strategies for improving students’learning efficiency.This research provides preliminary results based on the data collected from the video recordings of class sessions,a questionnaire,and an interview.According to the analysis,the questioning strategies differ between Chinese and foreign EFL teachers in many aspects,such as in information seeking,offering,modification,adjustment,feedback,and so forth.

A study on English teachers＇ questioning strategies in Western country

Classroom questioning is one of the main means for classroom interaction which plays a very important role in classroom teaching. Therefore, based on the observation of four different level English classes in the UK and interview of English teachers, this thesis investigates the types, functions and answer-seeking strategies used by EFL teachers.

Classroom Questioning Tendencies from the Perspective of Big Data

We are now living in an era of big data.From the perspective of data analysis of classroom questioning,the paper chooses three districts in City B that have significant differences.These are educationally developed District D,less developed District F,and developing District M.The study uses the stratified sampling method to choose from three different groups of teachers,namely novice teachers,competent teachers,and experienced teachers,by way of video case analysis,the Item Response Theory(IRT)model method,and the inductive and deductive method,to analyze the characteristics of teachers’classroom questions.It was found that:(1)In terms of open questioning,all three districts with their different levels in educational development need to improve open questioning levels among their experienced primary school teachers.In middle schools,novice teachers’open questioning tendency is significantly lower than that of qualified and experienced teachers;(2)From the quantitative study of three kinds of tendencies,the lowest level of the three tendencies in the classroom questions is problem-solving;(3)In the three districts,the experienced and qualified primary school teachers in the developing district has a prominent advantage in raising critical and creative questions,while in the middle schools,novice teachers generally have a lower level than qualified and experienced teachers in raising critical and creative questions.The results of the big data analysis enable us to draw a conclusion about teachers’value orientation regarding questioning in class.At present,they pay attention to the local value of classroom questioning,but ignore the overall value;pay attention to the instrumental value of classroom questioning,but ignore the objective value;and pay attention to the superficial value of classroom questions,but ignore the underlying value.