Teacher-QuestioningintheEnglishClassroom

毕业论文〔设计)1 IntroductionIn recent years,more and more people learn English from their teachers in theclassroom.That is to say,classroom instruction is the main media of English learning.Learners are offered a lot of opportunities to study English in the classroom,sovarious kinds of interactions take place there.Among the various kinds of interactions,teacher questioning and student answering is the most important aspect.As a teachingstrategy,the high incidence of questioning and its consequent potential for influencingstudent learning,have led many investigators to examine relationships betweenquestioning methods and student achievement.Teachers'questions also providestudents with opportunities to find out what they think by what they say.Manyresearchers had already indicated that questioning is second only to lecturing inpopularity as a teaching method and that classroom teachers spend anywhere fromthirty-five to fifty percent of their instructional time conducting questioning sessions."In second language classrooms,where learners often do not have a great number oftools...,yourquestionsprovidenecessarysteppingstonestocommunication"(Brown,1994:165).At every stage in our education questioning is thecore element in language acquisition.Questions are one of the most powerful toolsthat can be used to engage and enhance the mind.Questions influence the level ofstudent thought and have the ability to cause further interactions.Skilful questioningcan lead to more efficient and improved learning.Degarmo (Jin chuanbao 1997:57)states,"To question well is to teach well."Gooding questioning can induce students'2