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fluences of different question types on students’ answer in theobserved EFL classroom?
3）What are the influences of different periods of wait time on students’ answer inthe observed EFL classroom?
The three questions are concerned with different dimensions of teacher questioning,which are questioning strategy, question type and wait time. Their influences onstudents’ answer are at different levels. The questioning strategy functions are at thepsychological level, which has more effect on students’ intention, manner, etc. Thequestion type which has more effect on students’ acknowledge understanding andlinguistic give the voice to is at linguistic level. And then, the wait time being effect onstudents’ answer at operational standard, which offering students with some time topreparation.

2 Literature Review

Since the 1970s, language teaching has witnessed a change of the methods fromaudio lingual to communicative language teaching. As the communicative approach hasbeen increasingly accepted and implemented in language classrooms, a growing interestin teaching language in use, rather than linguistic usage, is found in the literature ofsecond language acquisition, among which, teacher questioning is a hot issue, and manyresearchers and scholars have been discussing the theoretical background of teacherquestioning.

2.1 Teacher questioning
Teacher questioning, an important means which teachers apply to stimulatestudents’ answer, is one of the patterns of teacher-student interaction and plays animportant role in language teaching.

2.1.1 Teacher questioning ---a kind of classroom interaction
It is generally acknowledged that most EFL students, especially Chinesenon-English major students, are less competent communicatively than linguistically.The reasons lie in our teacher-centered classroom instruction and teachers’ problematicquestioning strategies. Most students think it is the teacher who is the only “actor” inclasses and the unreachable “dictator” who does the monologue all the time. They arethe audiences whose responsibility is to watch the teachers’ performance. For teachers’problematic questioning strategies, based on student’s opinions, the problems present inthe following aspects: some teachers’ unawareness of aims of questioning, too many ortoo few questions, uninteresting questions, teachers’ pReference of certain types ofquestions, inadequate wait-time, the improper way of directing questions, andimbalanced allocation of questions, all of which reduce the students’ enthusiasm forlearning, thinking and classroom participation.In recent years, great deals of researchers (Wells, 1981; Long, 1983; Allwright,1984; Swain, 1985, 1995; Rivers, 1987; Ellis, 1990; Brown, 2001) in the field of SLA(Second Language Acquisition) display, to a great extent, the importance of classroominteraction. Wilga M. Rivers, defined teacher-students interaction as: “Students achievefacility in using a language when their attention is focused on conveying and receivingauthentic messages (that is, messages that include information of the interest to speakerand listener in a circumstance of importance to both). This is interaction” (Rivers,1987:4)

3 Methodology........... 23-27
    3.1 Introduction........... 23
    3.2 Research Subjects ...........23-24
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