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ndard for Senior High Schools (2003)emphasizes the improvement of the students’ communicative competence development. As teacherquestioning is essential in helping improve the students’ communicative ability, it is, therefore, of greatimportance for teachers to improve their questioning skills.

 

1.2 Research Objectives 研究目的
In recent years, Chinese scholars and educators have shown their great interests in classroomteacher questioning, but the survey of the previous studies shows that quite a few studies on teacherquestioning are theory based. Those empirical studies conducted are focused upon the teacher questioningin college English class, and the study of teacher questioning in EFL (English as a Foreign Language)classes in senior high school is rare. Besides, few studies base their studies upon the effects of teacherquestioning on the students’ classroom oral English production. Therefore, further research needs to bedone on teacher questioning in EFL classes in senior high school. Based upon the survey of the previousstudy, the present study aims to make a further study on teacher questioning in EFL classes in senior highschool. To be specific, there are two objectives in this study.Firstly, the present study aims to reveal the major features of teacher questioning in senior highschool English classes from four aspects, including question types, questioning strategies, wait-time andteacher feedback.Secondly, this research attempts to find out the effects of teacher questioning on the classroomoral English productions of the students.It is anticipated that the present study can provide some implications and feasible suggestions forsenior high school English teachers in regard to teacher questioning in class.

 

1.3 thesis Structure 论文结构
There are five parts of this study. The following are the brief introductions of each chapter.Chapter One is introduction. It first presents the research background, research objectives of thisstudy, and then it lays out the structure of this thesis.Chapter Two is literature review. Firstly, this chapter introduces some definitions and functions ofteacher questioning, and then some distinguished classifications of question types, questioning strategies,wait-time and feedback of teacher questioning abroad are reviewed. Finally it summarizes the previousresearches of teacher questioning in China.Chapter Three is the research design. It includes the research questions, research subjects,research methods and the procedures of data collection and analysis.Chapter Four is the analysis of the results, which is the central part of this study. Based on thedata collected by the means of classroom observation, audio-recording and questionnaire survey, this partdisplays and discusses the results of this study.Chapter Five is conclusion. This part first makes a summary of the major findings of this study,which reveals the major questioning features of the English teachers in senior high school and discusses theeffects of teacher questioning on students’ classroom oral English productions. In addition, this chapter alsogives some pedagogical suggestions for the English teachers in senior high school in regard to teacherquestioning. Last, it presents the limitations of this study and the prospects for the further research in thisarea.

 
第三章研究设计.................................. 34-40
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