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, a question is “a sentence which is addressed to a listener/readerand asks for an expression of fact, opinion, belief, etc” (Richards et al., 2000:235).While in classroom settings, Ur (2000:229) defines a question as “a teacher utterance which hasthe objective of eliciting an oral response from the learner”. According to her, teachers’ questions are notalways realized by interrogative sentences. For instance, the question “What are the characteristics of theheroine in the text?” also can be expressed in another way: “Please summarize the characteristics of theheroine in the text.” Despite the different forms of the above examples, they function the same way inasking students to give responses to the teacher. Wilen (1982) provides the following definition forclassroom questions: “questions are instructional cues suggesting to students content elements to be learnedand ways of learning or experiencing said content” (Wilen, 1982, cited in Hunkins, 1995:32).In current study, researchers would like to define teacher questions as a kind of stimuli,instructional cues or directions that convey to students for what they are to do and how they are to do it.Since teacher questions can enable students to bring their own feelings and thoughts into expressionsthrough answers, teacher questioning can be seen as an interactive process which aims to involve studentsin the learning process and elicit thoughtful responses. Teacher questioning covers a very broad sense,which includes question types, questioning strategies, teacher feedback, answering patterns, etc. In the present study, the researcher mainly discusses the aspects of question types, questioning strategies,wait-time and teacher feedback.

Chapter Three Research Design................... 34-40
    3.1 Research Question................ 34
    3.2 Research Subjects................ 34-35
    3.3 Research Methodology................ 35-36
        3.3.1 Classroom Observation................35-36
        3.3.2 Questionnaire ................36
    3.4 Data Collection and Analysis................ 36-40
        3.4.1 Data Collection................ 36-37
        3.4.2 Data Analysis ................37-40
Chapter Four Results and Discussion................ 40-72
    4.1 Data Presentation................ 40-53
        4.1.1 Results of Classroom Observation and Audio-recording................ 40-47
        4.1.2 Results of Questionnaires................ 47-53
        4.1.3 Summary................ 53
    4.2 Effects of the Teacher Questioning on Students’ Oral English Production................ 53-72
Chapter Five Conclusion................ 72-80
    5.1 Major Findings of the Study................ 72-75
    5.2 Pedagogical Suggestions ................75-78
5.3 Limitations and Prospects for Further Study................ 78-80

Conclusion

The results of questionnaire survey and classroom observations both indicate that the teachersseldom provide opp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。