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re going to acquire. Learners’ acquisition is a processby transforming the model of ‘i’ into the model of ‘i+1’ in the nature order.Krashen(1982) further suggested that in order to make the ‘i+1’ principle becomeeffective automatically, comprehensible input and successful communication shouldbe indispensable.Teaching questioning is a relevant issue that belongs to Krashen’s InputHypothesis. Teaching question consumed to be a kind of natural target language as acomprehensible input which expose to the students in the language class. What’s more,the complexity of question should accord with the current level of students, in otherwords, the teacher should not use too professional words or complex sentence toexplain the new item for the sake of students’ better understanding.
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Chapter 3 Methodology .....18
3.1 Research Questions.....18
3.2 Participants and Setting.......18
3.3 Data Collection .......20
3.4 Data Analysis ......20
Chapter 4 Analysis and Discussions .....22
4.1 The Results of Forms of Questions.....23
4.1.1 Distribution of Different Forms of Questions.......23
4.1.2 Effect of Different Forms of Questions ....25
4.2 The Results of Types of Question .......27
4.2.1 Distribution of Different Types of Question .....27
4.2.2 Effect of Different Types of Questions .....29
4.3 The Results of Content of Question....31
4.4 The Results of Way of Asking Question .....34
4.5 The Results of Wait-Time .......35
4.6 The Results of Feedback .....36
Chapter 5 Conclusions.......44
5.1 Findings of the Study ......44
5.2 Implications.....45
5.3 Limitations ......46

Chapter 4 Analysis and Discussions

4.1 The Results of Forms of Questions
According to the categories of questions, the comparison on different forms ofquestions was presented first. In the following table, it is divided into two parts: classA and class B. The statistic data is average records. As we can see, there are four forms of questions arranged in the table. In thetable of class A, the most questions asked are the form of ‘Wh- questions’, whichusually connect the words like ‘who’ ‘what’ ‘which’ ‘when’ ‘where’ ‘why’ ‘how’. Thestudents’ answer of this kind question can been found out in the textbook or base onthe personal knowledge or common sense derived before. Because of various contentsrelated to this question, the answers of that always require one more sentence torespond completely. As a matter of fact, the amounts of utterance to reply thisquestion are the most. It followed that the mean length of this utterance are the longest.It is figured out that the students’ reply is supposed to be the activity of expressioncertain topic rather than the process of leaking several words. That is to say, this kindof question could promote the amount of students’ oral production. Another questionoften raised in the class is yes/no question, which is a necessary component in theinteraction of classroom teaching. Replied with ‘yes’ or ‘no’, the teacher could easilyget the students attitude about some facts. But the mean length of utterance is only 1.8,which obviously showed that students only judge the fact by yes or no. Hence the oralproduction here is restricted. In class A, both gap-filling question and translatequestion is less used.
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