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Classroom questioning is the primary and most frequently used method for teachers tocommunicate with students in class.It is the basis of classroom interaction,and an importantteaching ability that educators should hone in the development of their professional skills.Classroom questioning is regarded as a kind of instructional inspiration or stimulus,which canmake students clearly understand what to learn in class and how to learn.Moreover,classroomquestioning helps students to be active in participating classroom activities,helps teachers toorganize and manage classes,keeps abreast of students’knowledge,and promotes the teachingprocess.

Many scholars have defined classroom questioning.Cook(1991)points out classroomquestioning is a teaching clue or stimulation,it was formerly used to communicate therequirements for students’learning content and to direct pupils on what and how to do.Borich(2002)believes that classroom questioning is the possible resource that can trigger verbalfeedback and response from students,such as facial expressions,gestures,or physical contact.Richards(2005)claims that classroom questioning is an effective means of evaluation andtesting,which includes questions for learners to ask information about the knowledge of the text.Dantonio(2006)claims that Classroom questioning is a method by which teachers raisequestions to students according to the knowledge,experience,cognitive level,and teachingobjectives,that guide students to think,discuss,answer and summarize to acquire knowledge,skills and develop ability.

2.2 Theoretical Foundations

2.2.1 Input Hypothesis

The Input Hypothesis is advanced by Krashen(1985),a well-known American linguist.Itrefers to the most important tool in teaching is to allow learners to get as much comprehensibleinput as possible.Receiving a high volume of understandable linguistic input is a necessaryprerequisite for language acquisition.In the process of second language acquisition,the easierthe information is to be understood and the better the second language acquisition ability will be.The ultimate goal of learning is acquisition rather than acquirement.In Input Hypothesis ofKrashen,“I”refer to the learner’s current level,and intelligibility input should be understood asknowledge that is somewhat above the learner’s language level,namely“I+1”.Only in this way,learners’language acquisition can be promoted,and the acquisition is formed based oncomprehensible language input.And successful communication means that the input isunderstood.

Krashen(1985)claims that the Input Hypothesis must consider the basis of the learner,andthat can be learned if the student comprehends it.According to Krashen,teachers should posecertain questions that are little more difficult than the students’current level of knowledge.basedon students’current knowledge level.Just as the Zone of Proximal Development says,only byasking such questions can students learn more updated knowledge points.Teachers can increasecomprehensible input language from two aspects to improve the efficiency of languageacquisition.On the one hand,when entering the language,it is supposed to pay attention to makethe language to be slow and clear,more use of high frequency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。