初中英语课堂提问策略对学生参与度的影响研究
A Study on the Impact of Questioning Strategies in Junior High School English Classes on Student Engagement

在外语习得领域，英语作为一门外语，其语言输入的广度和深度被认为是掌握该语言的关键因素。根据社会文化理论，语言学习是一个社会互动过程，其中教师的课堂提问是提供语言输入的重要途径之一。通过提问，英语教师不仅能有效管理课堂，还能激发学生的语言表达，促进他们在课堂上与同伴的互动交流，从而加强学生在课堂中的主导作用。新一轮基础教育课程改革进一步强调了学生的主体地位，而要充分实现学生的课堂主体性，英语教师必须提升学生参与课堂的主动性和热情。然而，在目前的初中英语教学中，部分教师尚未能通过及时且有效的调整课堂提问策略来提升学生的参与度。本研究集中探讨初中英语教师在课堂上的提问技巧，以评估初中英语教师的课堂提问现状以及学生的课堂参与程度。基于课堂观察与研究结果，本文将向教育界提出一些具有参考价值的建议，旨在提升学生在英语课堂上的参与度，实现更深层次的语言习得和社会文化理论所倡导的社会互动过程。
In the field of foreign language acquisition, English, as a foreign language, is widely believed to be mastered through the breadth and depth of language input. According to the Sociocultural Theory, language learning is a social interaction process, in which teachers’ classroom questioning is one of the important ways to provide language input. Through questioning, English teachers can not only effectively manage the classroom but also stimulate students’ language expression and promote their interaction and communication with peers in the classroom, thereby strengthening students’ dominant role in the classroom. The new round of basic education curriculum reform further emphasizes the dominant position of students. To fully realize students’ classroom subjectivity, English teachers must enhance students’ enthusiasm and initiative in participating in the classroom. However, in current junior high school English teaching, some teachers have not yet been able to improve students’ participation by making timely and effective adjustments to classroom questioning strategies. This study focuses on the questioning skills of junior high school English teachers in the classroom to assess the current state of classroom questioning by junior high school English teachers and the degree of student classroom participation. Based on classroom observations and research findings, this paper will propose some valuable suggestions to the education community, aiming to enhance students’ participation in English classes and achieve deeper language acquisition and the social interaction process advocated by the Sociocultural Theory.