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Chapter One Introduction

1.1 Background of the Study
Students from HVTC are rather different from those of other universities. They are oftenlack of academic knowledge and have little motive or self-confidence in English learning.When asked to speak English in public, these students are usually too anxious or shy to expressthemselves. Because of their poor language foundation, some of them may even give upEnglish learning. They feel it too difficult to learn English and thus losing interest andconfidence even though they realize that English might be very important for their future career.English teaching in HVTC classrooms should be focused on the practical application of thelanguage so as to pave the way for students’ future life and work. As China is getting more andmore connected with the outside world and integrated more with the global economy, thesociety requires graduates from HVTC not only to have a sound academic background, but alsoto have the ability to put English into use, especially employing it to conduct dailyconversations or deal with foreign business. However, students from HVTC have no strongdesire to learn English well. As a result, cultivating students’ interest in English is a primarytask for their teachers. One of the effective ways to foster students’ interest in class is askingappropriate questions. However, many English teachers have not fully realized the importanceof classroom questioning in their practical teaching. Some teachers still adopt the conventionalway of teaching which teachers control the whole teaching process and students barely ask anyquestions in class. In most language classrooms, teachers take a dominate place in teachingprocedures and act as lecturers and leaders while students are just passive listeners andspectators. Teacher-oriented teaching may satisfy the learning of language knowledge but canscarcely offer students opportunities to practice the target language.
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1.2 Significance of the Study
In China, most of the students learn English from their teachers in classroom settings andtherefore classroom is the channel first and foremost for their English language acquisition.Questioning has been regarded as one of the most influential teaching acts for its potential tostimulate students’ interaction since the time of Socrates. Confucius also regarded questioningas an important way of teaching in ancient China. In most English classes, teacher’s questioningand students’ answering constitute an essential part of classroom teaching. Questioning is notonly an important form to teaching and learning a second language between teachers andstudents, but also an effective approach to promoting classroom interaction as well. Since theseventies of the last century, classroom questioning has been fully examined abroad. In China,however, there has been a lack of attention concerning a systematic study in this area.From the time of 1970s and beyond, there has been a change of language teaching methodfrom audiolingualism to communicative language teaching. With communicative teachingapproach being more and more accepted and implemented in language classrooms, anincreasing number of researchers have been found in teacher talk and teacher-studentinteraction.
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Chapter Two Literature Review

2.1 Definition of Question and Questioning
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