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ative sentence is the sentence that putforward in a question form. But this can not represent the interrogative sentence always possessthe function of question. For instance, “Did you open the door?” is an interrogative sentenceinstead of a question. It is thought that for a sentence with grammatical form of question is notnecessarily to respond due to it has no function of questioning.
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Chapter Three Research Methodology..... 15
3.1 Research questions ........ 15
3.2 Research instruments..... 15
3.3 Research subjects..... 15
3.4 Research procedures...... 16
Chapter Four Data Analysis and Discussion........ 19
4.1 The features of classroom questioning ........ 19
4.2 The frequency of teachers’ positive and negative feedback......... 29
4.3 Assess to teacher’s questioning in class ...... 31
4.4 Students’ expectation towards teachers’ questioning in class.... 33
4.4.1 Students’ feedback to the help of questioning ..... 33
4.4.2 Students’ feedback to other aspects of teachers’ questioning...... 33
Chapter Five Conclusion ......... 37
5.1 Major findings ......... 37
5.2 Discussions on effective factors of teachers’ classroom questioning.... 39
5.3 Limitations of the present study and suggestions....... 40

Chapter Four Data Analysis and Discussion

4.1 The features of classroom questioning
In this chapter, three instruments are used to get the main findings. They are classroomobservation, interview and questionnaires. The results will be analyzed and discussed in detail. According to Long & Sato (1983)’s classification, questionnaires are classified by displayquestions and referential questions. During the two periods of classroom observation (ninetyminutes / teacher), we get the results that three teachers do not ask any referential questionsfrom beginning to end. In table 3, 213 questions in all are asked by 6 teachers. There are 207 display questionstaking up 97.2%, and the rest are referential questions taking up 2.8%. From this table wecould obviously find that display questions are ruling in teachers’ questioning.
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Conclusion

Both natural language acquisition and formal classroom learning are influenced byteachers’ questioning pattern. The educational situations in Chinese English classrooms havenot achieved noticeable changes, even with great popularity of communicative approach in ourcountries for decades. Hence, how English language classroom interaction could be sustainedand improved has become one of the key issues for both our teachers and learners. The majorfindings in this dissertation can be divided into several aspects: Display questions make up the majority of teachers’ question, with referentialquestions just taking up a very low percentage. The teacher’s English level, course syllabus aswell as teacher’s participation all concerned to be major effects of overwhelmed displayquestions.According to the definition, the display question does not refer to a real and existingquestion. It doesn’t require teachers to use unknown knowledge or information and teacherscan use it in practice(Richards, Platt & Platt, 2000:142). In terms of ultimate goal, it is thesame as exercise output which gives students an opportunity to rebuild language learnin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。