Analysis of Teacher's Questioning in Senior High School English Classroom Based on Corpus

Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v4i2.814

Teng Guo

China West Normal University


Three high school English classroom teaching corpora are established by transcribing three high school English classroom teaching videos in case database of primary and secondary education, including Lesson 1, Lesson 2 and Lesson 3. T1, T2 and T3 represent the teachers of the three English classes respectively. The questioning skills of the three English teachers will be compared and analyzed. And the influence of teachers' questioning on teaching results will be reflected from three aspects: teacher's questioning form, teacher's questioning content, and teacher's questioning direction. At the end of the paper, some suggestions about teacher's questioning will be provided.


corpus; questioning form; questioning content; questioning direction


[1] Clift R. (2016). Conversation Analysis. Cambridge: Cambridge University Press.
[2] Heritage J. (2014). Question Design. Work Shop on Questions and Epistemics. Loughborough University, the UK.
[3] Jagdish K. (2011). Intercultural Communication in English as a Lingua Franca: Some Sources of Misunderstanding. Intercultural Pragmatics, 8(1):93-116.
[4] Karlos A. (2010). Ellipsis in Split Questions. Natural Language & Linguistic Theory, 28:539-592.
[5] Penny Ur. (2000). A Course in Language Teaching: Practice and Theory. Foreign Language Teaching and Research Press.
[6] Wang D.Q. (2002). English Teaching Strategies. Beijing: Foreign Language Teaching and Research Press, 78-82.

Copyright © 2022 Teng Guo

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License