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研究表明，课堂互动，尤其是提问和回答，扮演一个重要组成部分，在提高学生的英语水平（悟，1987:79）。“课堂互动的口头互动，或者在发生教师与学生和学生之间，不仅对学生的可理解性输入，但他们的语言的有效输出也有很大影响，尤其是通过培养学生的语言的意义协商”（埃利斯，1985:102）。课堂互动也是为了促进学生的跨语言系统和更大的可塑性，更愿意探索自己的语言，并尝试了他们的假设。通过课堂互动，语言学生有更多的机会练习英语，并有更大的动机和更多的外语课堂教学和学习的积极态度。近年来，在中国的英语教师在大学英语课堂教学（WangDuqin，2002年），已经开始认识到课堂互动的重要性。Researches have shown that classroom interaction, especially questioning andanswering, plays an important part in improving students’ English proficiency(Littlewood, 1987:79). “Classroom interaction—the oral interaction that occurs betweenthe teacher and students and among students—has a great bearing not only on students’comprehensible input but also on their effective output of the language, especiallythrough the language students’ negotiation of meaning” (Ellis, 1985:102). Classroominteraction is also meant to promote greater malleability in students’ inter-languagesystem and a greater willingness to explore their language and try out their hypotheses.Through classroom interaction, language students have more opportunities to practicetheir English and have greater motivations and more positive attitudes toward classroomteaching and learning. In recent years, English language teachers in China have begunto realize the importance of classroom interaction in college English classes (WangDuqin, 2002).

1.1 The Background of Present Study
作为语文教学的一项重要技术，问题和答案，形成原料选材，配料，熔制，成型，退火百分比课堂活动，因此一直在现场的算外语言教学研究的热点问题。有几个问题详细原因，所以常用于教学和学习。理查德·洛克哈特（2000:185）认为，质疑不仅可以保持学生的学习兴趣，鼓励学生思考和专注于内容的教训，但也使老师澄清学生说什么，引出一个特定的结构或词汇项目，检查学生的理解，并鼓励学生参与一个教训。由于老师提问在可理解的输入，起着重要的作用，影响学生的输出生产，老师提问的研究将有助于英语教师教育。，但理查兹指出（1987），虽然已经确定了一些提问技巧内容教室，有没有保证外语教师所使用的相同的技术也将导致有效的教学。作为课堂互动的重要组成部分，也是一个地区，他们都在抱怨老师提问。研究老师提问意志，一定程度上满足教师的需求，提高教学效率。As an important technique of language teaching, questions and answers form ahigh percentage of classroom activities, and therefore has been a hot issue in the field offoreign language teaching research.There are several detailed reasons why questions are so commonly used in teachingand learning. Richard & Lockhart( 2000:185) regards that questioning not only canmaintain students’ interest ,encourage students to think and focus on the content of thelesson but also enable a teacher to clarify what a student has said, to elicit a particularstructure or vocabulary items, to check students’ understanding and to encouragestudents’ participation in a lesson.Since teacher questioning plays an important role in the comprehensible input andinfluences students’ output production, studies of teacher questioning will contribute toEnglish teacher Education. But as Richards indicates (1987), although a number ofquestioning techniques have been identified in content classrooms, there is no assurancethat the same techniques used by foreign language teachers will also result in effectiveteaching. As an important part of classroom interaction, teacher questioning is also anarea they are complaining about. Studies of teacher questioning will to some extentmeet teachers’ demands and improve their teaching efficiency.

1.2 The Objectives of Present Study
The present study aims to investigate the influence of teacher questioning onstudents’ answer in EFL classroom. To be exact, the present study is designed to answerthe following questions:
1）What are the influences of the four questioning strategies on students’ answer inthe observed EFL classroom?
2）What are the in本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。