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ating students’ communicative and cooperativeabilities.English is a kind of language, a communicative tool, so the reason why studentslearn English is to use it. If English learners ignore this point, the significance of learningEnglish will be lost. Luckily, many teachers have realized this phenomenon, and they aretrying their best to creative an active atmosphere which can makestudents communicate and cooperate with others. Many teachers have gradually realized students are learning subjects; teachers arejust mediators, helpers, assistants and organizers. So teachers began to design manystudent-based activities. All these activities just help students take more interest inEnglish and practice speaking English, and provide students with more chances ofsuccess by cooperating with partners.
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2.2 Studies on teacher questioning abroad and at home

2.2.1 Studies on teacher questioning abroad
Questioning is one of the main interactions between teachers and language learners.The use of classroom questioning dates back to the Greek philosopher Socrates. It was along and venerable history. The method of questioning was used by him to questionassumptions, disclose contradictions, and then get a brand-new knowledge andunderstanding. From early 1900s, questioning techniques used by teachers has beenconcerned a lot by scholars. In the first 50 years’, the methods to describe and examine teachers’ use of questions in class have been mainly focused on. Then in the following 20years, complicated methods of systematic observation and analysis were developedgradually to prove teacher-questioning practitioners. ( Ellis, 1993:91-113)Investigators have taken an interest in identifying teacher-questioning behaviors andthe relationship between these behaviors and what students have achieved. The use ofclassroom questions is still an extremely important part of classroom instruction.Questioning in class is so popular that teachers in many places spend lots of theirinstructional time implementing questioning sessions in various forms. In 1912, Stevenssaid that a teacher might spend nearly 80% of his or her school day asking questions.More research in recent years on teacher questioning behaviors and their patterns showsthat this remains the same as before. ( Leven and Long, 1981).
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Chapter Three Theoretical Framework ......20
3.1 The English New Curriculum .........20
3.2 The Theory of Cooperative Learning .........21
3.2.1 Definition .........21
3.2.2 Major methods .......22
3.2.3 Cooperative learning and English teaching .....22
3.3 The Theory of Social Interaction ....24
3.4 Group Dynamics .....25
Chapter Four Research Methodology .......27
4.1 Research Subjects .........27
4.2 Research instrument .....28
4.3 Data analysis ....29
Chapter Five Results and Discussion .........31
5.1 Results analysis ......31
5.2 Discussions .......47

Chapter Five Results and Discussion

5.1 Results analysis
According to the author’s observation, students are active in English classes. Theauthor interviewed some teachers about this question; they all agree that students arecurious about English, they behave passionately in English classes, and compared withother teachers who teach some other subjects, English teachers are always welcome.Above 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。