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students are generally in fear of teacher questioning; students merely plays apassive role in the classroom questioning, there are few questions initiative only served as the question,https://www.51lunwen.org/czyylw/  sothey rarely take the initiative to ask questions.All in all, teachers’ questions have been analyzed and a great number of researches have been done onteacher questioning (Nematullah Shomoossi, 2004). However, most of these studies on teacher questioningin China are carried out in college-level English classrooms or math and Chinese classrooms in primaryschool. It is rarely involves teacher questioning in middle school English class. So it is necessary to conductresearches on this filed and it is important to provide English teachers with some useful suggestions tooptimize the way of questioning. Effective English teaching requires appropriate classroom questioning,and teachers’ actions in this process influence the whole teaching effect. Therefore, improving andenhancing English teachers’ ways of classroom questioning in junior high schools is the need of Englishteachers’ professional development and the requirement of new curriculum reform.
　　

　　1.2 Purpose of the Study研究的目的
　　Because of the role, it is helpful for teachers to find ways to improve the use of questions and it is alsoimportant for us to conduct research into this phenomenon. The purpose of this thesis is to get a clearerpicture about the current situation of teacher questioning in junior middle school English classroomteaching and explore the main problems of teacher questioning and then provide some effective suggestionsto English teachers. At the same time, it can also complement the findings of the previous researches in thisfield of teacher questioning and be beneficial for students' learning.This thesis investigates and analyses teacher questioning from the following aspects: the classificationof teacher questioning, questioning strategies, distribution of teacher questioning, wait time and theteachers’ feedback after questioning. It also considers students’ expectations and attitudes towards differentaspects of questioning. It is hoped that this investigation will be helpful and influential for the teacherquestioning and the second language acquisition in EFL classrooms. In addition, it can profit students inmotivating their interest of learning English, make the study atmosphere active and profit teachers inimproving the efficiency of their English classroom teaching.
　　

　　1.3 Structure of the Thesis论文结构
　　This thesis consists of five parts. The following are the main chapters with a brief introduction of theircontents:Chapter 1 is Introduction. This chapter gives a brief introduction to the whole paper. It reviews theresearch background, then proceeds to state the purpose of the research, and finally presents the structure ofthis thesis.Chapter 2 is Literature Review. This chapter first introduces the theoretical basis about teacherquestioning. It contains Krashen’s Input Hypothesis, the Affective Filter Hypothesis and Michael Long’sInteraction Hypothesis. Then it elaborates the definition, functions, types and effectiveness of teacherquestioning. Last it presents the previous studies of teacher questioning abroad and in China.Chapter 3 is Research Design. This chapter presents the research questions, research subjects, researchmethods, and data collection.Chapter 4 is Results and Discussion. In the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。