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ocial and personal activities, and it is very unique and also freely shared. This definition reveals the complexity of the process of deep learning by mentioning six activities that are involved in this process. Besides, some researchers defined the key factor which can help students achieve deep learning. For example, Warburton (2003) believed that the intrinsic motivation to understand the learning content is the key factor in helping students achieve deep learning. That is to say, the initiative is a relatively important prerequisite of deep learning, because only when students are interested in learning, they will be willing to learn knowledge deeply. So, it can be seen that deep learning is related to the level of students’ engagement and the depth of learning.

Chapter Three Methodology ............................. 26

3.1 Research Questions ...................... 26

3.2 Research Subjects ............................. 26

3.3 Research Methods .......................... 28

Chapter Four Findings and Discussion ............................. 40

4.1 The Features and Differences of Teacher Questioning Among Different Classes ................... 40

4.1.1 Teacher Questioning in The Human Traffic Signal ................. 40

4.1.2 Teacher Questioning in A Life in Sport ............................ 45

Chapter Five Conclusion ........................ 73

5.1 Major Findings ......................... 73

5.2 Pedagogical Implications ................................ 76

5.3 Limitations of the Research .......................... 77

Chapter Four  Findings and Discussion

4.1 The Features and Differences of Teacher Questioning Among Different Classes

4.1.1 Teacher Questioning in The Human Traffic Signal

The Human Traffic Signal is a high school English reading text from Module 2 in Book 5 published by FLTRP. This passage is about Timoteo who sacrificed his life to voluntarily direct traffic in a dangerous area. It needs students to deeply analyze the selfless dedication and perseverance of the protagonist in this text. 

The relevant data are shown in the following tables. 

It can be seen from the above two tables that there are 6.10% of teachers’ questions belong to application questions, 2.44% of teachers’ questions belong to analytical questions and 1.22% belong to evaluative questions and creative questions respectively in Teacher 1’s class. In Teacher 2’s class, 11.76% of teachers’ questions are application questions, 7.84% are analytical questions, 2.94% are evaluative questions and 1.96% are creative questions. However, only 2.53% of teacher’s questions in Teacher 3’ class are application questions, 3.80% are analytical questions and 1.27% are creative questions. And in Teacher 4’s class, 15.63% are application questions and 10.94% are analytical questions, and 3.13% are evaluative questions and creative questions respectively. Moreover, the percentage of high cognitive level questions in class 4 is 32.83%, while 24.50% in class 2, 7.60% in class 3 and 10.98% in class 1. So, Teacher 2 and Teacher 4 can raise more high c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。