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nd teacher's questioning refers to the teaching prompt or 'the stimulation of the learned content and the instruction ofwhat and how should students do' (Jin 1997: 54). Questioning is the most commonlyused classroom activity, which is regarded as the core of effective teaching. Effectivequestioning is conductive to open students’ minds, stimulate their interests, promotetheir thinking and even enhance their awareness of active participation in learning,which is of extremely importance in classroom teaching (Yu 2019). So, consideringits importance, many researchers have made numerous studies on questioning.

2.2.1 Definition of Teacher Questioning

As a vital important part of classroom teaching, questioning has been paid lotsof attention, and different researchers made their own definitions about questioning.

Richards (2005) and his colleagues hold that there is one way to elicit the factsand ask for responses from listeners and readers. It is to present questions. Farmer(2007) holds that questioning is basically a communicative issue, and a question asksfor information, either for clarification, for understanding, for evaluation, or forconfirmation. The definition of questioning in Wikipedia is that questioning is amajor form of human thought and interpersonal communication. It involvesemploying a series of questions to explore an issue, an idea or something intriguing.Questioning is the process of forming and wielding that serves to develop answersand insight. In 1996, Ur illustrated definition of teacher questions as teacherutterance which has the objective of eliciting an oral response from the learners.

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Chapter Three Research Design...................................25

3.1 Research Questions......................................25

3.2 Research Participants...........................................25

3.3 Research Method.......................... 26

Chapter Four Results and Discussion....................................31

4.1 Research Results........................................31

4.1.1 Observation Results of Question Types...............................31

4.1.2 Observation Results of Questioning Strategies.....................33

Chapter 5 Conclusions..................................80

5.1 Major Findings.........................................80

5.2 Pedagogical Implications .............................82

Chapter Four Results and Discussion

4.1 Research Results

As shown in Chapter Three, teachers’ questions in classes are distinguished intothree categories: question types, questioning strategies and ways of raising questions.From these three perspectives, thorough results will be presented in this part.

4.1.1 Observation Results of Question Types

The first category is about question types, which are divided into six levels,including four higher-level cognitions: applying, analyzing, evaluating and creating,and two lower-level cognitions, remembering and understanding, according to therevision of Bloom’s taxonomy of educational objectives in cognitive domain.

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