英语论文网

ticularly emphasizes the promotion of meaningful negotiation. He holds the opinion that two-way communication is more advantageous than one-way communication for language acquisition. In two-way communication, when one side could not understand the other side, he has the chance to inform the other side. When the two sides negotiate the meaning and modify the interaction, the comprehensible language input is increased.
　　In Swain’s (1985) “output hypothesis”, he states that on the basis of comprehensible input, learners should get the chance to output their language to reach the goal of communication. If learners’ output is accurate, coherent and appropriate during the meaningful negotiation, it will help learners enrich the essential grammar knowledge. Besides, language output provides chances for learners to check whether their hypothesis on the target language is true or false. Moreover, when understanding the information, usually learners need not to analyze the sentence structures of the input language. However, output compels learners to pay attention to the language forms when expressing the meaning.
　　Based on the above theories, questioning achieves the teaching goals through the process of input, interaction and output, and thus helps learners acquire second language more easily and quickly.
Purpose of study
　　Language teaching has a particular feature, which is language is not only the teaching method, but also the teaching content. So it demands more on language teachers. Besides grasping the target language skillfully, they should also realize how to teach language through using language, and how to make students grasp the language through using it. In most western countries, most second language teachers are the native speakers of the target language with pedagogic or applied linguistic master's degree. While in China, most Chinese students learn English in English classes, and most teachers are Chinese people. Though they have obtained the pedagogic or applied linguistic bachelor's degree, master's degree, or even doctor's degree, they are just high-level foreign language learners. Gao Yihong (1999) makes an investigation into domestic English teachers who have attended the national even international academic conferences, and the result shows that only 18.5 percent of them have learned applied linguistic systematically, half of them have certain understanding of applied linguistic, and one-third of them know little about applied linguistic. Also, the result of Dai Weidong's (2001) questionnaire indicates that the quality and professional skills of English teachers in our country are not optimistic. In general, because of different views of language and education, and different cultural background, there are some differences between Chinese teachers and foreign teachers when adopting questioning strategies in English classes. The purpose of this paper is to perfect English teaching in China through the comparison and analysis between the English teachers of China and English-speaking countries.
　　
literature review
　　Large amounts of researches have been made on questioning at home and abroad. This section is a brief literature review focus on the previous studies of the significance of classroom questioning and some major questioning strategies.
Significance of classroom questioning
　　Because the employment of questioning by teachers and students in classes is closely