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Chapter I Introduction

As the first part in this study, this chapter presents a detailed preface on the researchbackground, significance and purpose, and overall structure of this thesis.

1. 1 Background of the Research
Language is the tool of communication in human beings. As the main source of learning English in China, English classroom teaching plays not only the role of input and output of information, it also requires the students to communicate and think on the basis of the perception of the knowledge they have learned. And classroom questioning is just the right way to help the communication between the teacher and students, and also is the necessary platform for discussion and contact between students and students. And what’s more important, it can push forward the development of student thinking. Studies on classroom questioning indicate that it is a generally used interaction skill inteaching. To some extent, it is the stepping stone for communication in L2 classrooms wherelearners usually do not have many ways for starting and mastering language (Brown, 1994).When the teacher asks questions，students can respond, pose doubt, or give no response. Andproper questioning in the interactive classroom fulfills a great number of different functions(Long, & Sato, 1983; Kinsella, 1991). As a tool of teaching, efficient questioning has sometechniques that teachers can master so that to make the classroom active with interactivelearning. In addition, the thorough questioning in class can stimulate students to pay attentionto what the teacher explained. And it also can help keep classroom in control, emphasize thekey points, state teachers’ intention, assess students’ progress, check students’ understanding,activate prior knowledge, arouse curiosity, start a discussion, begin an inquiry, and stimulatecritical thinking.

语言是人类沟通的工具。在中国学习英语的主要来源，，英语课堂教学中扮演的角色不仅是信息的输入和输出，还要求学生沟通，并认为他们所学到的知识的感知的基础上。课堂提问，只是以正确的方式，以帮助教师和学生之间的沟通，也是必要的平台，学生与学生之间的讨论和接触。什么是更重要的，它可以推动学生思维的发展。课堂提问研究表明，这是一个普遍使用的互动教学技能。

It is obvious that questioning efficiently is essential in the huge tasks of teaching. As thepractitioners and leaders of teaching, teachers play a great role in the efficiency of modernEducation. And this requires teachers, including the present teachers and the future teachers,to make full use of the classroom time and give appropriate questions at the proper moment.However, the related studies on questioning just pointed out the low efficiency ofquestioning in current English class, stressed the importance of questioning, put on emphasison what kinds of questions are helpful for successful class. And they also advocate thatteachers should arrange the wait time appropriately and pose the right question at the right time. Most of these studies just discuss questioning from the theoretical point of view, andnearly none of them digs out the origin of why teachers can not give appropriate questioning.What is the fundamental key to the posing of efficient classroom questioning?According to Richard, Paul & Linda, Elde (2006, 111), questioning is actually the resultof thinking, and the quality of questioning decides the quality of thought, and it is true to thecontrary. Concretely speaking, thinking is pushed forward by questioning, and constantthinking can help motivate the production of fresh questions. They are complementary to eachother. In other words, dev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。