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Results and Discussion...........29
4.1 The Similarities and Differences between Native ......29
4.2 The Reasons for the Differences..... 43
4.3 Students’ and Teachers’ Views on Classroom Questioning.....44
Chapter V Conclusion........58
5.1 Major Findings........ 58
5.2 Implication.......60
5.3 Limitations and Suggestions........... 62

Chapter IV Results and Discussion

The findings concerning the three research questions will be provided in thischapter. This chapter will develop into three parts: the similarities and differences ofnative and non-native English-speaking teachers, the reasons of the differences,students’ and teachers’ views towards classroom questioning.

4.1 The Similarities and Differences between Native and Non-nativeEnglish-speaking
Teachers

The results show that native and non-native English-speaking teachers havesome similarities and differences in classroom questioning. Based on classroomobservation, student questionnaire and teacher interview, those similarities anddifferences are discussed in six layers: question number and type, wait-time,questioning distribution, ways of eliciting answers, teachers’ modification of questionand teachers’ feedback.There are a number of ways to classify the questions that teachers pose in class.By far, the most widely-used categories are presented by Long & Sato (1983): displayquestions and referential questions. A display question refers to a question that thequestioner knows the answer. A referential question, however, refers to a question thatthe questioner does not know the answer. The purpose of a display question is toconsolidate the learning outcomes of the learner and to practice the language. The aimof a referential question, in contrast, is to seek information that the questioner doesnot know.The researcher observed the English listening and speaking classes of fourteachers and each for four periods of classes. During the observation, the researchertakes note and records the results in Classroom Observation Scale. The results areshowed in Table 4-1.

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Conclusion

Major findings of the research will be summarized in this chapter, theimplication for the teachers, limitation of the study and suggestions for the futurestudies will also be put forward.The current study is an attempt to compare the classroom questioning betweenNESTs and NNESTs and explore students’ and teachers’ views towards it throughclassroom observation, questionnaire and interview. Major findings of the study areconcluded as follows:Firstly, NESTs and NNESTs have similarities as well as differences in classroomquestioning in listening and speaking class. When it comes to question number andtype, NESTs provide more questions in class than NNESTs. However the percentagesof display questions and referential questions NESTs and NNESTs asked are almostthe same. In terms of wait-time, both NESTs and NNESTs are able to give theirstudents sufficient time to think and wait patiently for students to answer, but NESTsprovide more wait-time than NNESTs. As for questioning distribution, both NESTsand NNESTs try to take care of all the students, but in some occasions, they are likelyto question the students who are extroverted and active in class. In terms of ways ofeliciting answers, nominating is the most predominant way of elic