Exploration of Chinese Novice Teachers' Teaching Practices and Questioning in Teaching English Reading Classes
Article Sidebar
Main Article Content
Abstract
This Article aimed to study (1) explore Chinese novice English teachers' teaching practices in English reading comprehension classes (2) analyze the types of questions used by Chinese novice English teachers in English reading comprehension classes, the sample was five novice teachers from Yunnan Province, China. They were selected by purposive sampling method from the research population of 22 teachers. the instrument for collecting data was classroom observation checklists of 10 lessons of, 5 lesson plans and 5 teacher journals. Analysis data by Descriptive statistics and Content Analysis. The research results were found as follows;
1. In teaching practices, Chinese novice English teachers clearly communicated their teaching objectives, effectively focused on reading content, teaching resources, and had strong reflective abilities. However, deficiencies were found in diversifying teaching methods, teacher-student interaction, extended and independent learning.
2. Chinese novice English teachers used a high proportion of low-level cognitive questions (PCT=76%) and a lack of attention to high-level cognitive questions (PCT=34%). The PCT of each cognitive level was: Remember (40%); Understand (31%); Analyze (11%); Evaluate (10%); Apply (5%); Create (3%).
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Aebersold, J. A. (2006). From Reader to Reading Teacher. Cambridge: Cambridge University Press.
Allwright, R. L. (1984). The Importance of Interaction in Classroom Language Learning. Applied Linguistics, 5, 156-171.
Almeida, F. (2018). Strategies to perform a mixed methods study. European Journal of Education Studies, 5(1): 137-151.
Bloom, B.S. and Krathwohl, D. R. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals, by a committee of college and university examiners. Handbook I: Cognitive Domain. NY, NY: Longmans, Green
Chen, Y. (2016). Teacher questioning and the cultivation of learners' critical thinking abilities. Foreign Languages and Foreign Language Teaching, (2), 87-96.
Cotton, K. (1988). Classroom Questioning. School Improvement Research Series, 5, 1-22.
David R. W. (1975). A bibliography of pidgin and creole languages. Modern Language Journal, 61(3), 140.
Huang, Q., & Zhang, S. (2018). Fostering critical thinking in the English reading classroom through effective questioning. Foreign Language Teaching and Research, 43(1), 56-68.
Li, J. (2019). Cultivating Students' Thinking Qualities through English Classroom Teacher Questioning. Chinese Journal of Education, (A01), 110-112.
Liao, M. L., & Lian, R. (2002). Research on Achievement Goal Orientation and Personality Traits of Novice-Experienced-Expert Teachers. Applied Psychology, 2002(04), 41-46.
Ma, X. (2009). The skills of teacher’s questioning in English classes. International Education Studies, 1(4), 92-100.
Palmer, D. J., Stough, L. M., Burdenski, T. K., & Gonzales, M. (2005). Identifying teacher expertise: An examination of researchers' decision making. Educational Psychologist, 40(1), 13-25.
Quan, L. (2002). The current situation and analysis of questioning in middle school teachers' classrooms. Modern Primary and Secondary Education, (10), 24-25.
Ran, A. H. (2018). Analysis of Teaching Methods in Higher Vocational English Reading. Journal of Academic and Educational Materials, 10, 230-231.
Tang, H. (2018). Exploration of a Hierarchical Model of Questioning in Junior High School English Reading Teaching. English Teachers, 18(04), 150-154.
Wang, M. (2018). The Role of Grammar in Effective Communication. Journal of Language Studies, 45(2), 123-145.
Wu, X. M. (2013). A Study on Teacher Classroom Questioning in English Reading Teaching. Teaching and Management, 2013(06), 73-75.
Wu, Y. A. (2008). Inquiry into the Professional Development of Foreign Language Teachers. Foreign Language Research, 2008(03), 29-38.
Xia, G. (2018). Analysis of Thinking Qualities as a Key Competency of English (In Chinese). Journal of Minzu Normal University of Xingyi, (3), 84-87.
Xu, R. C., Dong, Y., & Lu, L. J. (2015). Analysis of Novice Teachers' TPACK Knowledge Structure Based on the Nine-Factor Model. Modern Distance Education Research, (01), 98-105.
Xu, S. G. (2007). Xin Jiaoshi Jiaoyu Jiaoxue Jinneng Zhidao [Guidance on Education and Teaching Skills for Novice Teachers]. Changchun: Jilin University Press.
Zhang, Y. (2018). Questioning Strategies in High School English Reading Class Based on the Cultivation of Thinking Skills (In Chinese). English Illustrated, (28), 34-35.
Zhuang, Q. F. (2018). Issues and Strategies in English Reading Teaching. Knowledge-Power, 6, Shandong, Ludong University.