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estions forsenior high school English teachers in regard to teacher questioning in class.1.3 Thesis StructureThere are five parts of this study. The following are the brief introductions of each chapter.2may have a good command of grammar and vocabulary, they are unable to talk in English effectively intheir communication. Nowadays, the fast developments of social and economic have required educators toreconsider the situation of basic education in China. The basic education curriculum reform hasexperienced several stages since the year of 2001. It points out that teacher should well balance therelationship between impart knowledge and cultivate the students’ abilities. The new curriculum advocatesa positive, suitable and harmonious relationship in teacher-student interaction. During this interactionprocess, teachers and students have a mutual promotion and form a real “learning community”. Besides,students are the main body of learning, and the role of teacher is changed into partner, guide and participantin class. As one of the major subjects in basic education, the English subject should follow up the spirit ofcurriculum reform effectively. So The English Curriculum Standard for Senior High Schools (2003)emphasizes the improvement of the students’ communicative competence development. As teacherquestioning is essential in helping improve the students’ communicative ability, it is, therefore, of greatimportance for teachers to improve their questioning skills.

1.2 Research Objectives
In recent years, Chinese scholars and educators have shown their great interests in classroomteacher questioning, but the survey of the previous studies shows that quite a few studies on teacherquestioning are theory based. Those empirical studies conducted are focused upon the teacher questioningin college English class, and the study of teacher questioning in EFL (English as a Foreign Language)classes in senior high school is rare. Besides, few studies base their studies upon the effects of teacherquestioning on the students’ classroom oral English production. Therefore, further research needs to bedone on teacher questioning in EFL classes in senior high school. Based upon the survey of the previousstudy, the present study aims to make a further study on teacher questioning in EFL classes in senior highschool. To be specific, there are two objectives in this study.Firstly, the present study aims to reveal the major features of teacher questioning in senior highschool English classes from four aspects, including question types, questioning strategies, wait-time andteacher feedback.Secondly.

Chapter Two Literature Review

This chapter first gives a review of the basic definitions of questioning and the functions ofteacher questioning. Then the researcher reviews the previous researches on teacher questioning in westernworld from four aspects: question types, questioning strategies, wait-time and teacher feedback. Lastly, itsummarizes the previous studies on teacher questioning in China.

2.1 Definition of Teacher Questioning
Questions are widely used in our daily conversations and in the context of classroom teaching.Etymologically, the word “question” comes from the Latin verb “quaerere” which means to seek. Wordslike require, acquire and inquire which include the meaning to gain something from the others have thesame root with question. Broadly speaking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。