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questioning with an emphasis on the category of questionsand the distribution of questions. Rowe (1986) extended the study of classroomquestioning to wait-time, the frequency of the different types of questions used inclassroom. Nunan (1991) believed that it is more effective by implanting the positivefeedback than negative feedback in students’ behavior and motivation of languagelearning. Studies on classroom questioning didn’t appear very early in China, butrecently more and more researchers make their efforts in this field.
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Chapter 2 Literature Review

2.1 Research on Questioning
In this chapter, the author first reviews the definition and classification of teacherquestioning as well as other basic concepts of questioning. A review of previousstudies on teacher questioning is provided.Questioning is one equipment to facilitate education in classroom circumstances.Freiberg and Driscoll (1996) stated that it is more dominant instructional strategy thanthat of lecturing, and the questioning is one of crucial techniques applied by teachersin classroom teaching. According to some research in the classroom, almost half ofclass time is covered with interaction by question and answer. (Richards & Lockhart,1994). Furthermore, in the interactive classroom, questions attract more attention fromresearchers. Not only are they one source of input students take, but also they couldsupply some opportunities to get students involved in the language learning, each ofwhich is key point in the process of second language acquisition. The definition for questioning in the Longman Dictionary of English provides: acommand or interrogative expression is used to elicit information or a response, or totest knowledge. The Latin verb ‘quaerere’ means to seek an original source ofquestion. It shares the same root of question which means to gain something from theothers like acquire, inquire, require. Generally speaking Richard demonstrated that aquestion was ‘a sentence which is addressed to a listener/reader and asks for anexpression of fact, opinion, belief, etc’ (Richard&Platt 2002: 379).From the educational setting, Dillon (1988: ix) asserted that learning is anoutcome of questions being asked by students, and teacher's questioning would be thesignificant key element that affect the efficiency of the teacher's teaching and a class'slearning. Questions provided by teachers serve as a device to encourage students toconsider and provide their own idea to respond the teachers' messages. Students areinvolved in critical thinking which is considered to be the higher level of cognition.
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2.2 An Overview of Relevant Theories
Language acquisition is a process that the learner masters the competence of both linguistic and communication. What’s more, exposure of target language to learners,which was consider to be the most useful part toward the success of second languageacquisition.Krashen(1982) confirmed that once the learners’ input has been possessedenough, the language acquisition may take effect. Furthermore, the input of languageshould be a little higher over the level of learners present. The concept of ‘i+1”principle was put forward by Krashen (1982), in which ‘i’ stands for the situation oflearners’ current language competence that need to make progress, ‘1’ here representnew knowledge that learners a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。