CONCLUSION The researchers attempted to review some of the factors that influence students‘ English Questioning comprehension skill and the strategies for improving their Questioning comprehension. Students do not have an innate understanding of what effective listeners do; therefore, it is the responsibility of teachers to share that knowledge with them. Perhaps the most valuable way to teach Questioning skills is for teachers to model them themselves, creating an environment which encourages Questioning. Teachers can create such an environment by positive interaction, actively Questioning to all students and responding in an open and appropriate manner. Teachers should avoid responding either condescendingly or sarcastically. As much as possible, they should minimize distractions and interruptions. An emphasis on Questioning comprehension as well as the application of Questioning strategies will help students to decode English input and to achieve greater success in English learning. We must shift our Questioning classroom from a teacher-centered classroom to a student-based one. To improve students‘Questioning ability, teachers should base their teaching on theoretical principles. And because of the limitations in resources and teacher training, both textbooks and teacher‘s books should take the responsibility of guiding teachers throughout their teaching, which should inform teachers of relevant theories, and offer suggestions on what activities should be carried out in Questioning classes and how to train students in various Questioning strategies. English Questioning competence is a complex skill that needs conscious development. It can be best developed with practice when students reflect on the process of Questioning without the threat of evaluation. Guiding students through the process of Questioning provides them with the knowledge from which they can successfully complete a Questioning task; it also motivates them and puts them in control of their learning. By focusing on the process of Questioning, students can acquire a useful tool to raise their English comprehensive competence. Questioning comprehension levels affect the capacity for improvement in other language skills such as speaking, reading, writing and translating. The study suggests sound reasons for emphasizing Questioning comprehension, which highlights the importance of spending much more time doing it. It is important for the teacher to provide numerous opportunities for students to practice Questioning skills and to become actively engaged in the Questioning process.
We have outlined the main reasons for teaching Questioning comprehension in a foreign language. It is now widely accepted that oral communication plays a vital role in second language teaching for it provides an exposure to language which is a fundamental requirement for the learner. Progress in Questioning guarantees a basis for development of other language skills. Spoken language provides a means of interaction where participation is a significant component of the Questioning program.
We have provided a methodological organization of the Questioning comprehension process and we have discussed the principles of developing receptive skills of the learner. All subtypes of Questioning provide a natural progression from activities that entail minimal verbal interaction to those that involve a maximum of interaction. The goal of any activity is to provide the optimal challenge for the students. Since learners’ Questioning abilities vary, teachers should note how the activities could be adapted to the learners’ capabilities.
Assessment involves the use of empirical data on student learning to refine programs and improve student learning. (Assessing Academic Programs in Higher Education by Allen 2004)
Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. (Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000)
