教师提问策略在高中英语阅读教学中的应用研究

摘要教师的课堂提问是高中英语阅读课堂中最普遍的教学行为，一直受到广泛关注。尽管教师在课堂上能够提问，却不能运用课堂提问策略进行有效的课堂提问，而唯有有效的问题才能够提高学生英语阅读水平乃至整体英语语言能力。因此为了增强学生的英语学习效果，有必要探索课堂提问策略。通过文献阅读和对比分析，本文采用定性与定量分析的方法，以铜仁市雅礼中学的四位英语任课老师及其所教班级为调查对象,旨在探讨课堂提问的特点和提问策略。研究结果表明，高中英语阅读课中普遍存在策略性问题的缺失。本文针对提问现象存在的不足，总结了优化教师课堂提问的策略和教学启示，以期更好的促进教师的教和学生的学。关键词：英语阅读课堂；课堂提问；提问策略；高中英语ApplicationResearchofTeacherQuestionStrategyinHighSchoolEnglishReadingTeachingTeachers'classroomquestioningisthemostcommonteachingbehaviorinhighschoolEnglishreadingclassroom,whichhasbeenwidelyconcerned.Althoughteacherscanaskquestionsinclass,theycannotuseclassroomquestioningstrategiestomakeeffectivequestionsinclass,andonlyeffectivequestionscanimprovestudents'EnglishreadinglevelandeventheiroverallEnglishlanguageability.Therefore,inordertoenhancestudents'Englishlearningeffect,itisnecessarytoexploreclassroomquestioningstrategies.Throughliteraturereadingandcomparativeanalysis,thispaperadoptsthemethodsofqualitativeandquantitativeanalysis,takingthefourEnglishteachersofTongrenYaliMiddleSchoolandtheirteachingclassesastheinvestigationobjects,aimingtoexplorethecharacteristicsandstrategiesofclassroomquestioning.TheresultsshowthatthereisawidespreadlackofstrategicproblemsinhighschoolEnglishreadingclasses.Inviewoftheshortcomingsofthequestioningphenomenon,thispapersummarizesthestrategiesandteachingenlightenmentofoptimizingteachers'classroomquestioning,inordertobetterpromoteteachers'teachingandstudents'learning.Keywords:Englishreadingclass;classquestioning;questioningstrategy;highschoolEnglish

ContentsTOC\o"1-3"\h\u86231Introduction IntroductionReading,asameansforEnglishlearnerstogainknowledgeinanaturalway,hasbeenputgreatemphasison.Inseniorhighschools,readingisabasiclessontype.Whenstudentsarereading,theycomeintocontactwiththetext,throughwhichtheskillsofEnglishreadingareabletobuildup.Intheprocessofdealingwiththecontext,studentscanaccumulatevocabularyandalargenumberofexpressionswhicharehelpfulforbothreadingandwriting.Besides,thereadingcontextcanprovideawiderangeofcontentsforstudentssothatstudentswillhaveaccesstothebackgroundofEnglish-speakingcountriesdirectly,whichisbeneficialforstrengtheningtheircross-culturalawareness.Inordertotakegoodadvantageofreading,theenhancementofreadingabilitiesiscritical.Duringclass,theteacherplaysanimportantroleinguidingstudents.Therefore,Englishreadingteachingisofgreatnecessity.AstheNewCurriculumStandardpointsout,thefocusofreadingclassshouldliesontheimprovementoftheabilitiestogatherandcomprehendtheinformation.Inaccordancewithstudents’experienceandtheirEnglishlevel,discoveryactivities,cooperativelearningandexperientiallearningareadvocated.TeachersshouldpaymuchattentiontoimprovingthecaptivityofEnglishintegratedapplicationanddevelopingcreativethinking.Inotherwords,insteadoflimitingwithinlearningwordsandgrammar,thegoalofEnglishreadingclassistotraintheabilitytoacquireinformationwithproperskillsaswellasanalyzeproblemscriticallyandcreatively.Afterlotsofresearchandsurvey,purposivecommunicationbetweenteachersandstudentsisthekeytoguaranteetheachievementofthegoal.QuestioningbecomesthemainwaytoestablishcommunicationinEnglishreadingclass.Onlyfullyexploitthequestioningstrategiescanteachersraiseeffectivequestions.Effectivequestions,ononehand,canstimulatestudents’interestinthereadingclass,catalyzetheirdesireforknowledgeandguidethemtoformthoroughconsideration.Studentscanalsogettheopportunitytoexpresswiththenewknowledgeinordertoconsolidate.Ontheotherhand,asabilateralteachingactivity,questioningisanapproachfortheteachertocorrectstudents’utterancemistakes.ItalsoenablestheteachertogetinformationabouttheEnglishlevelsofstudentsandadjusttheteacherpacesoastoimproveteachingefficiency.However,thecurrentsituationofquestioninginChineseseniorhighschoolsisfarfromsatisfactory.Manyteachersarenotfamiliarwithquestioningstrategiestheoreticallysotheyarenotabletoapplythestrategiestoraisequestionspractically.Becauseoftheinsufficientknowledgeandtheexcessivefocusonbasiclinguisticknowledgeandexam-adaptedabilities,whenaskingquestions,teacherswillraisemanyineffectiveones,whichwillundoubtedlyrestrictstudents’outputandimpedetheall-arounddevelopmentofEnglishcompetency.Inhence,teachersmustpayattentiontoquestioningstrategiestoaskeffectivequestions.InthiswaycanteachersgivetheproperguidanceforstudentsinEnglishlearningandfinallyachievethefundamentalgoalofEnglishreadingclass.2LiteraturereviewAsthemostimportantteachingact,questioningiswidelyappliedinEnglishreadingclass.Theeffectivenessofquestionsisrelatedwiththeemploymentofquestioningstrategies.Lotsofresearchesonthestrategiesofquestioninghavebeendone.Thischapterwillfocusonthreeparts.Firstly,severaldefinitionsrelatedtoEnglishreadingarementioned.Secondly,definitionsaboutquestioningstrategiesarepresented.Thethirdpartisaboutstudiesonquestioningstrategiesathomeandabroad.2.1RelevantDefinitionsofEnglishReading“Readingistheprocessofobtaininginformationfromthereadingmaterialsandinterpretingtheinformationbasedonthereaders’knowledgeandexperience”(Zhussupova594).Readingabilitiesincludeboththeabilityofreaders’languageacquisitionandtheabilityofcomprehendthereadingmaterialsrationally.Purposeofreadingdenotestheobjectivethatreaderswishtoreachthroughreading.Generally,therearethreemainpurposesinreading:readingforrelaxationandpleasure,readingforlocatingspecificinformation,readingforpracticalapplication.Forforeignlanguagelearners,thepurposeofEnglishreadingisdistinctive,whichisnotrestrictedwithinappreciationandentertainment,butistoenhancelanguageandreadingcapabilities.Hugeamountofinformationisavailabletostudentsfromthereadingmaterials.Inaword,readingcannotonlyhelpthelearnersmastergrammar,vocabulary,butcanimprovethemto“comprehenddeeperandunderstandthewritingstyles”(Zhussupova593).Therearethreereadingmodels.Expertsexplaintheprocessofreadingcomprehensionfromthefacetofcognitionandpsychology.Traditionally,itisacknowledgedthatsimplygettinginformationandunderstandingitisthenatureofreading,whilenowadaysitisdeemedthatinsteadofpassiveacceptance,theprocessofreadingisactive.Readerskeepdecoding,processing,anddealingwiththevisualinformationtheyencounterthroughoutthereadingexperience.Generally,threereadingpatternsareusedtodescribethereadingprocess:Thefirstoneisthebottom-upmodel.Itindicatesthatreaders’comprehensiondependsontheidentificationofthesmallunitsandthenthelargerones,thatis,fromwords,sentences,toparagraphs.Itsfeatureistheisolationofwordsfromcontexts.Thisreadingmodelenablesreaderstorecognizethemeaningsofeverywordaccurately,thusitisregardedasaneffectivewaytolearnthelanguagepoints.However,becauseoftheneglectofcontexts,readersaredifficulttoanalyzethestructureandgraspthegistofthepassage.Therefore,thebottom-upmodeldoesnogoodforlearnerstohaveadeepinsightintothereadingmaterial,nottomentiontoforminitiativethinking.Thesecondisthetop-downmodel.Ithasbeenputforwardinthepsycho-linguisticdimension.Itisconsideredthatreadingconsistsoftheexpectationofthecontentsandtheverificationoftheexpectation.Inthisprocess,thereisnoneedtomechanicallydecodethepassagewordbywordtomakeeverymeaningclear.Readersmakejudgmentrelyingontheirexistinglanguageandbackgroundknowledge.Inthismodel,emphasisliesonthetopic,structuralorganizationandculturalbackgroundofthepassage.“Studentsmakeconnectionbetweenthepastknowledgewiththenewinformation”(Zhussupova594).Itisthepreviousknowledgenotlanguagedetailsthatplaystheessentialrole.Therefore,learners’interestinEnglishreadingwillbestimulatedandtheircomprehensiveabilitieswillbefostered.However,thedisadvantageofthetop-downmodelliesintheoverlookingofthebasiclanguageknowledge.Besides,ifthedifficultyisnotcorrespondingtotheleveloflearners,itwillcastthesenseoffrustrationandreducestudents’enthusiasmonEnglishlearning.Thethirdistheinteractivemodel.Thereisnodoubtthatthebottom-upandtop-downmodelshavetheirownshortcomings,andbasedonthefurtherstudiesofthesetwomodels,theinteractivemodelhasbeenputforward,whichtakesinthestrengthsandovercomestheweaknesses.Itimpliestheinteractionbetweenthereadersandthediscourse,andtheinteractionbetweenthebottom-upandthetop-downmodels.Whenreadingthestart,readerwillpredictthecontentsofthewholepassage.Inthecourseofreading,theycontinuouslyconfirmtheirpredictionsalongwiththerecognitionofwordsandsentences.Eventually,theyaccomplishthereadingwithunderstandingthereadingmaterialthoroughly.Therefore,theinteractivemodelregardsthatlearners’basiclanguageknowledgeandcognitivedevelopmentareofequalimportance.2.2RelevantDefinitionsofTeacherQuestioningStrategiesQuestioningisakindofactivitywhichcanleadtostudents’response.TheNewOxfordEnglishDictionarydefinesthatquestioningisthesituationtohintortostimulatethelearnedknowledgeortogiveinstructionsforstudents.Therefore,inclass,questioningisawayforteacherstoconveytheinstructionalcueandstimulitostudents.Accordingtotheteachingobjectives,inthereadingclass,teachersraisedifferentquestionsandprovideguidanceforstudentstoexploretheanswerssothatstudentscanunderstandthepassage.Questioninghasdifferentfunctionsindifferenttypesoftheclass.Inthereadingclass,therearemainlythreefunctions.Firstisto“guideandorganize”(Zhussupova599).Teachers’askingquestionscanenliventheclassroomatmosphereanddeveloptheclassinaharmonioussituation.Studentswillmeltintotheconditionandstudywithpleasure.Besides,throughquestioning,aforeignlanguageenvironmentisabletobeformed.AccordingtoKrashen’stwolanguageacquisitiontheory,fluencyinasecondlanguageisformedslowlyinasuitableinputenvironment(157).However,itisimpossibleforChineselearnerstoimmerseinEnglish.ThusinEnglishclass,teacherquestioning,whichisthedemonstrationoftheforeignlanguage,servesasanimportantapproachtoinputlanguage.Asforthefunctionofguidance,teacherscanconveyinstructionalhinttostudentsandgivedirectionsofwhatstudentsaretodoandhowtodo.Secondistoinspire.Questioningisacommonmethodtoactivatetheirbackgroundknowledgeandopenupstudents’mind.“Learningandunderstandingarenotsynonymous”(LaVelle79),soquestioningisakeywaytocheckandinspire.Studentswillbepromptedtothinklogically,andtoprobemoredeeplyintothepassage.Teachers’inquiringofstudentsabouttheiropinionscanleadtoabettercomprehensionofthepassagesoastodevelopstudents’thinkingability.CriticalthinkingskillswillbepromotedinEnglishclassinordertoenhancetheEnglishlanguagecompetencyofstudents.Thirdistostimulateexpression.Questioningwillencouragestudentstoconcentratetotheclassandtothink.Withtheactiveparticipationinthelesson,studentswillinteractwiththeirclassmatesfordiscussionsandwiththeteachertospeakouttheirideas.Withrich“stimulationandinteraction”(Pauly34),studentswillbedeliveredanopportunitytoexpress,whichwillimprovetheiroralEnglish.Meanwhile,theprocessofansweringthequestionsistosortoutideas,thusquestioninghelpstoenhancestudents’thinkingability.What’smore,students’answeringthequestionsenabletheteachertocorrectthemistakesexistingintheirutteranceswhichisashortcutforlearnerstomakeprogressinEnglishlearning.Lotsofresearcheshavebeendonefortheclassificationofquestions.Longidentifiesquestionsasdisplayquestionsandreferentialquestions(270).Basedontheclassification,Nunanmakefurtherresearchesandfindthatduringclass,teacherstendtoraisedisplayquestionshoweveritdoesnothaveanactiveinfluenceonthedevelopmentofstudents’Englishandmind(173).Furthermore,Bloomdevelopsthestudyofthetypeofquestionsandtheorizesthe“questionTaxonomy”(179),whichislaterrevisedbyAnderson(291).Theylistsixlevelsofquestions:remembering,understanding,applying,analyzing,evaluatingandcreating.ThisstudyadoptstheclassificationraisedbyLong(270).Besides,thewait-timeofquestionsisalsoarousedattention.Theconceptofwait-timeisfirstraisednayRowe,whichdenotesthetimebetweentheteacherquestioningandstudentanswering,aswellasthetimebetweenansweringandthefallingteacherspeechact(219).Itissuggestedthataveragely3to6secondsforwait-timeissufficientforstudentstopresentasatisfactoryanswer.Laterin2000,FreibergbasedonthedefinitionofRowe,concludetwoformsofwait-time.“Wait-time1”or“postquestionwaittime”occursafterteacherquestioningwhile“Wait-time2”or“postresponsewaittime”comesafterstudentanswering(317).Asforwaysofquestioning,itisproposedthreewaysofquestionansweringbyNunan:volunteering,nominating,chorus-answeringandteacherself-answering(88).Volunteeringisthatteachersaskvolunteerstoanswerquestions.Nominatingdenotesthatteachersnominatenon-volunteeredstudents.Chores-answeringmeansthewholeclassanswerquestionstogether,throughwhichteacherscansavetimeintheclassbutarenotsurewhetherstudentsmastertheknowledge.Teacherself-answeringmeansthatteachersexplainthequestionsontheirowninsteadofwaitingstudentstogivetheanswers.Manyresearchesindicatethatansweringquestionsisabehavioralengagementassociatedwith“students’academicorabilityachievement”(Wang725)andareflectionofteachers’educationaloutcomes(Böheim65).ThisthesisadoptsNunan’stheory.Whatismore,feedbackplaysacriticalroleofEnglishlearning.Studentsneedtoreceivefeedbackfrequently,asSlavinpointsoutthatfrequentrewardsaremoreeffectiveincentivesthanonelarge,infrequentones(97).Ononehand,feedbackcanbepositive,whichisregardedaspositivefeedback,ontheotherhand,itcanbenegative,whichisregardedasnegativefeedback,pointingouttothelearnerwhatwasnon-targetlikeabouthisorherutterance.Thestrategiesforteachers’positivefeedbackarevarious.Ferreiradividesitintoacknowledgement,acceptance,repetitionandrephrasing(411).Thisthesisliststhreestrategies:praising,encouragingandquoting.Negativefeedbackisconductedintheformsofcorrectionandcriticism.Manyscholarshavedoneresearchesonquestioningstrategies.OneofthemostpopularwaysinraisingquestionsisproposedbyWragg.Theyprovideseventacticsinaskingquestions,structuring,pitchingandputtingclearly,directinganddistributing,pausingandpacing,promptingandprobing,listeningtorepliesandrespondingandsequencing(Wragg247).In2011,Sadkerconcludessevenhabitsofteacherswhocanquestioneffectively:askingfewerquestions,askingbetterquestions,questioningforbreadth,usingwaittime,selectingstudentsandgivingusefulfeedback(267).WangDuqinputsforwardthequestioningstrategiesincludingplanningstrategies,designstrategies,controlstrategiesandassessmentstrategies,whichtakeintoaccountofpurposesofquestions,typesofquestions,teachers’feedback,wait-time(331).Accordingtothese,thisthesisseparatesthequestioningstrategiesinto3aspects:preparingquestionsbeforequestioning,controllingwhilequestioningandgivingfeedbackafterquestioning.2.3StudiesonTeacherQuestioningStrategiesatHomeandAboardTeacherquestioningstrategieshavebeenstudiedbydomesticandforeignscholarssince1900s.Recently,withthemoreimportancebeingattachedtostudent-centeredclass,moreandmoreresearchersstarttomakeinvestigationsinthisfield.Thefollowingsectionisabouttosortoutthepreviousstudiesofteacherquestioningfromavarietyofperspectives.2.3.1StudiesonteacherquestioningstrategiesathomeMoreattentionhasfocusedonthequestioningstrategiesinChina.Firstly,domesticscholarsconductmanyresearchesonthewayofquestioning.Basedontherecentsituation,LiChangshiholdstheopinionthatteachersshouldpreparequestionsbeforetheclassanddiscussthequestionswithstudentsinclassinordertoachieveteachingobjectives(249).LiuQingyupointsoutthattoincreasethenumberofheuristicquestionsisacontributoryfactortothedevelopmentofstudents’thinkingability(190).Takentogether,thesestudiesclearlyindicatethatteachers’questionsaresupposedtobethinking-provoking,whichwillhaveaprofoundinfluenceontheimprovementofEnglishlevel.Secondly,onthecontentofquestions,ChengQingsuggeststhattheproperapplicationofdifficultwordsandcomplicateexpressionswillensuretheeffectivenessofstudents’languageinput.Shealsopointsoutthatteachersoughttoaltertheirutteranceaccordingtothestudents’response(137).LaterHouJiehighlightsthealterationofthecontentsofquestions.Heholdsthatteachersaresupposedtokeeponquestioninginaccordancetostudents’answerssoastoguidestudentstothinkdeeper(137).ZhouJiayimentionsthatquestionsshouldbeclosetolife(204).Itisagoodwaytoinducestudentstoabettercomprehensionbycombinationtheorywithpractice.Thirdly,theextensionofIRF(Initiation-Response-Feedback)discoursestructureenablestheinteractionsbetweenteachersandstudentstobemorecolorful.ChengXiaotangdemonstratesthatteachersshouldestablishtheconsciousnessofinteractionandencouragestudentstoparticipateintheclassactivitiesthroughquestioningfrequently(63).Likewise,XvShiyuealsoassertsthattheexpansionofIFRdiscoursestructureisasignificantfactorintheimprovementofstudentEnglishability(107).Fourthly,thefeedbackcanbegroupedintopositivefeedbackandnegativefeedback.LiKefengclaimsthatnegativewillcastpositiveimpactsonstudents’improvement(37).Otherresearchers,however,focusonthepositivefeedback.Alargeamountofresearchshowsthatmoststudentsexpectteachers’positivefeedback,whichisanapprovaloftheirstudy.What’smore,QianJinsuggeststhattheemploymentofgesturelanguagesplaysaroleinstrengtheningthefeedback(44).2.3.2StudiesonteacherquestioningstrategiesabroadTeacherquestioningstrategieshavebeenwidelyinvestigatedbyforeignscholarsandtheauthormakesareviewfromthefollowingaspects.Firstly,scholarshavemadeachievementsabouttheclassificationofquestioning.Inthelate1960s,thespecifictypesofteacherquestioninghavebeenputemphasison.Longdividesthequestionsintodisplayquestionsandreferentialquestions(277).Brockfindsthattheproductionelicitedbythereferentialquestionsismorecomplexandinsightful,whichisbeneficialforthelanguageoutput(42).Inthesamevein,Nunanassertsthatteachersshouldusemorereferentialquestions(143).Conversely,Thompsonclaimsthatdisplayquestionsalsohaveapositiveeffectonstudentparticipationinclass(51).Afterthat,Strati’sfindingssupportThompson’sviewthatdisplayquestionswillencouragelow-levelstudentstoparticipateinclassactivities(134).Mtikalpointsoutthatbothofthetwotypescanleadbetterresultstostudents(401).Liisasuggeststhatquestionsstimulatecommunicativebehaviorsshouldberaisedwhichcanreducethephysicalorpsychologicaldistancebetweenstudentsandfosteraffiliation(66).Secondly,asforthewait-time,Rowedefinesitasthelengthoftimebetweentheteacherquestioningandthestudentanswering,andbetweenthestudentansweringandthefollowingteacherspeechact(217).Theformeroneisnamedas“waittime1”or“post-questionwaittime”andthelatteroneisnamedas“waittime2”or“post-responsewaittime”(Freiberg46).Thirdly,quiteanumberofscholarshavedoneresearchonteachers’feedback.Slavinlistssixtypesofteachers’feedbackinEnglishclass:explicitcorrection,requestforclarification,meta-linguisticfeedback,elicitation,repetitionandreactions(339),whilstLiisadividesfeedbackintotwokinds:formativefeedbackandsummativefeedback(68).LaterSangoleyedistinguishesintoevaluationfeedbackanddescriptivefeedback(79).Emotionalsupportaswellasteachers’instrumentalsupportwillfacilitateteachers’effectivefeedback(Böheim65).Collectively,scholarsathomeandabroadhavedonedifferenttargetedresearcheswhichproposesomereferencesforthisthesis.Thewide-rangedstudyprovidestheoreticalsupport.However,allthepreviouslymentionedinvestigationslackofthecombinationwithspecifictypeofclass.Besides,thereisagapbetweenthestudyresultsandtheutilizationinpracticalclass.Inhence,inthisthesis,theauthorattemptstofillthisgap.3AnalysisonthecurrentsituationofteacherquestioninginmiddleschoolEnglishreadingclassQuestioningisabasicandusefulteachingmethodinEnglishreadingclasswhichservesasakeypartintheprocessofteaching.Inthischapter,fourseniorhighschoolEnglishteachersandtheirclassesaretakenasthesurveyobjects,aimingtoinvestigatethecharacteristicsofquestioningandthequestioningstrategiesinvolvedintheclassroomquestioning.Theresultswillbeanalyzedindepthandaccordingtotheresearch,theexistingproblemswillbepointedout.3.1ResearchDesignandDataAnalysisThepresentresearchaimstoarouseteachers’attentiontoteachersquestioninginEnglishreadingclass,andprovideteacherswithsomesuggestionsoneffectiveteacherquestioning.Intheresearch,theauthorselects4Englishteachersand190students,allfromthesameschoolandgradeinaseniorhighschoolinTongrenCity,YaliMiddleSchool4teachershavebeenteachingEnglishfornineyears.190studentsarefromdifferentclasses.Teacher1teachesClass3andthereare50studentsinherclass.Teacher2teachesClass6andthereare48studentsinherclass.Class5taughtbyteacher3,50studentsarefromherclass.Class8taughtbyteacher4,47studentsarefromherclass.ThetextbooktheyuseisGoforit.Threemethodsareusedinthisresearchincludingclassroomobservation,questionnaireandinterview.Inordertocollectmoreauthenticinformation,theresearcherattendedtheclasswithouttellingthepurposeindetail.Duringthreeweeksobservation,theresearchercollectedthedataintheactualclasssituation.Whenclassobservationwasfinished,theresearcherhandedoutquestionnairesto190studentsandremindedstudentsthedetailstheyshouldpayattentionto.Theresearchercollectedback177validquestionnaires.Finally,theresearcherdesigned5questionsforthe4teachers.Basedontheclassroomobservation,thenumberofteacherquestioninginthefourclassisbeencalculated.Teachers’questionsarecomparedinfouraspects:typesofquestions,waysofansweringthequestions,wait-time,andfeedback.Firstly,thenumberandpercentageofdisplayquestionsandreferentialquestionswillbediscussed.Itisfoundthattotallyteachersraise127questions.Thereare91displayquestionsoccupying71.7%,and36referentialquestions,whichaccountsfor28.3%.Theresultsillustratethatdisplayquestionstakealargerproportionofquestionsthanthereferentialquestions.Amongthefourteachers,teacher1doesnotposeanyreferentialquestions.Althoughthedisplayquestionsmayhelptoencouragelearners,thereferentialquestionsaremorenecessaryforstudents’output.Referentialquestionsarecloselyrelatedtostudents’lifeandthetext,whichcannotonlyattractstudents’attentionbutalsoassiststudentstocomprehendthepassage.Studentswillbestimulated,andwillcomeupwithvariousopinions,whichishelpfulforthedevelopmentoftheirthinkingability.Throughansweringthequestions,theycanhaveadeeperinsightintothepassage,whichachievesthefundamentalobjectiveofthereadingclass.Onthecontrary,althoughteacherneedtoconsolidatestudentslearntknowledge,theoveruseofdisplayquestionswilldampenstudents’enthusiasmofthinking.Studentswillbetiredofthereadingclass.Secondly,theresearcherfocusesonthewaysofquestionanswering.Fromtheclassroomobservation,itisshownthatvolunteering(36.2%)isusedmostfrequently,whichisincontrastwithWoolfolk’sfindings’inwhichnominatingisthemostcommonway(Woolfolk177).Respectively,chorus-answeringandnominatingaccountfor27.6%and21.3%,whileteacherself-answeringoccupies15.0%.Comparedwithteacher1andteacher3,teacher2andteacher4tendtousethewayofvolunteering,andtheclassatmosphereisbetterthantheothertwo.However,otherstudentsintaughtbyteacher2andteacher4,exceptthevolunteers,donotshowinterestintheclass.Inreadingclass,teachershavetheresponsibilitytomotivatestudentstoactivelyparticipateintotheclass.Volunteeringisagoodwaytobuildanactiveclassroomatmosphere,butitwillcauseanunbalanceddistributionofstudentstoanswer,whichmaycausethesilentstudentstofeeldepressed.Indeedchorus-answeringismoretime-saving,butitisneglecttovolunteersandothersilentstudents.Besidesteachersmayhardlyknowifallthestudentsarethinkingornot.Inthesituationthattherearenovolunteers,thewayofteacherself-answeringwillbeused.However,accordingtotheauthor’sobservation,withthedevelopmentoftheteachingprocessandtheapproachingtotheendoftheclass,teacherswillbecomeimpatientandwillanswerallthequestionsbythemselves.Allinall,itisnecessaryforteacherstotakeadvantageofallthefourwaysofquestionansweringandsparenoefforttoencouragemorestudentsto