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ion, and meaning construction; they all illustrate thatlearners must individually observe and transform complex information (Brown, 2001).Based on Vygotsky's theories, socio-constructivism is the development of cognitiveconstructivism.

3. Research Design and Methodology............... 27-33
    3.1 Research questions .........27
    3.2 Participants .........27-28
    3.3 Instruments......... 28-29
        3.3.1 The writing experiment......... 28
        3.3.2 Questionnaire......... 28-29
    3.4 Procedures .........29-31
    3.5 Data collection .........31-33
        3.5.1 Data collection from students.........31-32
        3.5.2 Data collection from the questionnaire......... 32-33
4. Results and Discussion .........33-48
    4.1 Results and analysis on the writing experiment......... 33-38
    4.2 Results and analysis on questionnaire .........38-48
5. Conclusion .........48-55
    5.1 Major findings of the present study.........48-50
    5.2 Implications......... 50-52
        5.2.1 Theoretical implications......... 50
        5.2.2 Practical implications .........50-52
5.3 Limitations of the present study and suggestions.........52-55

Conclusion

First, the study included only six teachers and their students in a senior high school.Thus the results should be generalized with caution to other teachers.Second, the students are all in the first grade of the school. They may notaccommodate the school schedule or teachers' teaching style. Thus these findings shouldbe generalized to students with caution.Third, the possibility exists that the use of video distracted the teachers and studentsand interfered with the naturalness of the environment. The present author did considerthis possible distraction and placed it in an unobtrusive position.
Although the present thesis has only shed light on several limited aspects ofclassroom questioning in English reading, it might to some degree contribute to theunderstanding of the actual process of classroom learning and teaching. The thesis studiedthe teacher questioning, in the future study, students' questioning can also become aresearch problem. Moreover, an experimental study to compare teachers' questioningbefore and after training session on questioning behaviors that influence students'language learning can also is done in the future.

References
1Brock, C. (1986). The effects of referential www.51lunwen.org/reading/ question on ESL classroom discourse. TESOLQuarterly, 20, 47-59.
2Brown, H. D. (2001). Principles of language and teaching. Beijing: Beijing ForeignLanguage Teaching and Research Press.
3Chaudron, C. (1988). Second language classroom: Research on teaching and learning.Cambridge: Cambridge University Press.
4Dillon. J. T. (1988). Questioning and teaching. New South Wales, North Ryde: CroomHelm Ltd.
5Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford Universi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。