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I. Introduction

1.1 Background of the Study
China has been in close contact with other countries all over the world since the reformand opening policy. English, as a universal communication tool, is almost used in allimportant occasions. Therefore, people with proficient English are highly demanded in themodern society. However, it seems that the demand is quite far away from being satisfied.Chinese students, who have been learning English for many years since they were young, stillcannot use it properly in their daily life. As a result, people would blame nothing but theEnglish classroom teaching through which most of the English is obtained.For most Chinese students, classroom is the main place to improve both of theirlanguage competence and communicative competence because students’ learning leveldepends on teachers’ teaching to a certain extent. The current situation of Chinese languageteaching is like what Dai Weidong (2001, 1) mentioned “time consuming and low efficiency”.But what is the main reason for this situation?In 1970s, many researchers began to pay attention to identifying questioning behaviorand its relationship with the students’ achievement. Because of its importance, classroomteaching attracts a lot of attention from many famous researchers at home and abroad. Sincethe mid 1990s, the field of “teacher research” has been advocated by many westernresearchers and given more and more attention. Nunan (1987, 136) said “if we want to enrichour understanding of language learning and teaching, we need to spend time looking intoclassrooms”.On account of its importance in language teaching, teacher questioning should receiveadditional consideration for its important role in language teaching. In recent years, thoughmany researchers have begun to focus on this field, most of them are mainly on the theoreticalaspect and teachers’ questioning behavior. It has made great success, but there is still someroom for improvement.
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1.2 Significance and Purpose of the Study
For English majors, the intensive reading course plays an important role that nothing isable to substitute. Therefore, the significance of taking this course as the researching goal isnecessary beyond all doubt. Through the three effective methods of classroom observation,questionnaires and interviews, this thesis, taking the English major intensive reading teachersand their students as its subjects, is designed to investigate the present situation of teachers’questioning from the aspect of questioning strategies and students’ responses to put forwardsome reasonable and careful suggestions that teachers should be more aware of in their futureclassroom teaching to reinforce teacher-student interaction and thereby to promote Englishteaching and learning for both intensive reading teachers and their students.Firstly, making a study and analysis of teacher questioning strategies and students’responses in college English major intensive reading classes is committed to improvingcollege English teaching of the teachers observed. On one hand, teacher questioning can be auseful method to use for teachers. Proper teaching questioning strategies also promote theteacher-student interaction and the student-student interaction so that L2 acquisition andstudents’ critical thinking can be highly improved. On the other hand, it is also an effectiveway of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。