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对于学生来说，高中水平的语言学习是一个关键的阶段，以提高他们的综合语言能力，在听，说，读，写。在中国学习的情况下，大多数学生的主要输入来自课堂环境。因此，在所有的影响因素，学生的语言能力，教师的惯用语是一个最重要的，因为它不仅不一个工具，教师开展教学计划，但也有显着的输入源语言生活。近年来，许多语言学家，如杰克Ç理查兹，语文课堂观察，发现：学生语言开发的成功在很大程度上在于教师的惯用语。棒埃利斯（1985:145）已制定有关教师谈了自己的看法：“老师谈话是教师解决学习者在课堂上使用时的特殊语言。For students, language learning at senior middle school level is a key stage toenhance their comprehensive linguistic competence in terms of listening, speaking,reading and writing. In Chinese learning context, most of students’ main input comesfrom the classroom environment. Therefore, among all the factors that influencestudents’ language competence, teachers’ locution is a most important one, as it is notonly a tool by which teachers carry out teaching plan, but also a significant source oflanguage input. In recent years, many a linguist，such as Jack C Richards, haveobserved the language classroom and found: the success of students’ languagedevelopment lies largely on teachers’ locution. Rod Ellis (1985:145) has formulatedhis own view about teacher talk:“Teacher talk is the special language that teachers use when addressing L2learners in the classroom. 有是系统简化的形式老师的语言的所有属性...老师讲的研究可以是设计分为那些在语言教室，调查教师使用的语言类型和研究语言的类型，教师usein语言教室和那些调查他们使用的语言学科的经验教训。“新的教学理念的指导下，教学过程中已经发生了重大的改革。学校当局更加重视提高学生的终身学习的积极性，创造力和实践能力。质疑成为一个重要的方式来培养学生的自主探索与思考。课堂提问的质量直接影响质量的上课实践，所以我们永远无法观察课，而体验式教学的质疑。There is systematic simplification of the formalproperties of the teacher’s language…studies of teacher talk can be dividedinto those that investigate the type of language that teachers use in languageclassrooms and those that investigate the type of language that teachers usein language classrooms and those that investigate the type of language theyuse in subject lessons.”Guided by new teaching concepts, teaching process has undergone significantreform. School authority attaches more importance to improving students’ lifelonglearning enthusiasm, creativity and practical ability. Questioning becomes a vital wayto nurture students’ independent exploration and thinking. The quality of classroomquestioning directly affects the quality of class practice, so we can never observe aclass without experiencing teaching questioning.

1.1. The background of the study
The differences both in conceptual and practical aspects between novice andexpert teachers have been examined by many an experts and researchers. Discoveringthe qualities of expert practitioners contrastive to those who are new to the profession has yielded a number of insights that enlighten teacher training, administrativemanagement, and teacher’s professional development. Those differences that havebeen revealed through a number of qualitative and quantitative approaches include therelationship between lesson plans and teachers' implementation of them (such asEnlgish Teacher’s action research, (Wang Qiang, 2002), and the degree to whichplanning is undertaken at a macro or micro level (Nunan, 1992, 1996). In nearly allcases, “novice teachers appear to respond less effectively to derailments during theirplanned lessons and have fewer contingencies to apply to novel solutions” (CarlaMeskill, 1999).
Since the 1970s, one of the most frequently researched topics of scholars both athome and abroad is classroom-based interaction. According to Savignon (1972), it iseasy to see that we should not expect learners to be able to use their classroomlearning outside the classroom if they have 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。