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question types，distribution of questions，questioning strategy and teachers' feedbacks. It is also to explore themajor problems existing in teacher questioning and offer some suggestions to English teachersfor the improvement of their professional development. By employing the theoiy of speech act，teachers are able to accomplish different pragmatic purposes during the process of classroomquestioning and students are capable of mastering the knowledge on speech act theory so as toavoid the occurrence of pragmatic failure in communication.

　　
　　1.3 Organization of the thesis论文结构
　　The present study is composed of five chapters.Chapter one opens with the introduction consisting of the significance, purpose andorganization of the study.Chapter two is related to literature review，which first presents the theory of speech act andthen lists several basic concepts concerning _ teacher questioning, such as types of teacherquestioning，distribution of teacher questioning, teacher questioning strategies，feedbackemployed by teachers and the application of speech act theory to teacher questioning.Chapter three illustrates the methodology. First of all, it introduces the objectives of thestudy，the research questions，and then describes in detail the subjects and procedures ofcollecting and analyzing the concerned data.Chapter four puts an emphasis on the analysis and discussion of the collected data，which isthe principal part of the whole study. It deals with the relevant results obtained from tape—recording and questionnaire and further explains the above——mentioned research questions.Chapter five reveals the implications of the thesis and provides an exposition that places theprimary emphasis on some strategies and limitations of the research.

　　
　　3 Research Methodology.............................................. 28-31
　　    3.1 Objectives .............................................28
　　    3.2 Subjects............................................. 28-29
　　    3.3 Instruments .............................................29
　　    3.4 Data Collection............................................. 29
　　    3.5 Summary............................................. 29-31
　　4 Results and Data Analysis............................................. 31-47
　　    4.1 Frequency of Question Types............................................. 31-34
　　        4.1.1 Display Questions and Referential ............................................. 31-33
　　        4.1.2 Divergent Questions and Convergent ............................................. 33-34
　　    4.2 Distribution of Teacher Questioning .............................................34-36
　　    4.3 Different Techniques of Questioning Modification .............................................36-40
　　        4.3.1 Repeating............................................. 37
　　        4.3.2 Prompting .............................................37-38
　　        4.3.3 Probing .............................................38
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