An Empirical Study on Questioning Style in Higher Vocational College English Classroom in China

Li-Zhi Shu


This study investigates the effects of task-based language teaching (TBLT) reform in Higher Vocational College from the perspective of questioning style. It employs three methods to collect data: classroom observation, semi-structured interview and focus group discussion with 8 English teachers and their 545 non-English major students from 3 Higher Vocational Colleges in Guangdong. The results indicate that the teachers did assign students different tasks to perform in class and seemed to be adopting the TBLT approach, but their English classrooms have not totally changed from the teacher-centered grammar-focused ones to student-centered and communicative ones.

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English Language and Literature Studies   ISSN 1925-4768 (Print)   ISSN 1925-4776 (Online)

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