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1、畢業(yè)論文（設(shè)計）Teacher-QuestioningintheEnglishClassroominJuniorMiddleSchool1Introduction22Literaturereview32.1Overview32.2Definitionofteacher-questioning42.3Theoreticalbackgroundofteacher-questioning52.3.1ApproachofCommunicativeLanguageTeaching52.3.2SecondLanguage
2、AcquisitionTheory52.3.3Initiate-Respond–FeedbackPattern72.4Thestudiesofteacher-questioning72.4.1Reasonsofteacher-questioning72.4.2Functionsofteacher-questioning82.4.3Categorizationofteacher-questioninginEnglishclassroom92.4.4Waittime132.4.5RelatedstudiesonT
3、eacherQuestioning142.5Currentstatusofteacher-questioning152.5.1Unawarenessofaimsofquestioning152.5.2Teacher’scontrollmentontherightofquestioning162.5.3Inadequatewaittime172.5.4Inadequatethedistributionofteacherquestioning172.5.5Improperfeedbackandassessment
4、183Teacher-questioninginEnglishclassroominjuniormiddleschool183.1Investigationofteacher-questioninginclassroom193.1.1Subjects193.1.2Instrument203.1.3Procedures203.1.4Methodofanalysis213.1.5ResultsandDiscussions213.1.5.1Teacherquestioningtypes21Percentage21D
5、isplayQuestions22ReferentialQuestions22Pseudo-referential22Questions22Count223.1.5.2Wait-time233.1.5.3Acomparisonbetweenteacherquestionsinthetwosamples253.1.6ImplicationsforLanguageTeaching274Conclusions29Notes32References3338畢業(yè)論文（設(shè)計）1IntroductionInrecentye
6、ars,moreandmorepeoplelearnEnglishfromtheirteachersintheclassroom.Thatistosay,classroominstructionisthemainmediaofEnglishlearning.LearnersareofferedalotofopportunitiestostudyEnglishintheclassroom,sovariouskindsofinteractionstakeplacethere.Amongthevariouskind
7、sofinteractions,teacherquestioningandstudentansweringisthemostimportantaspect.Asateachingstrategy,thehighincidenceofquestioninganditsconsequentpotentialforinfluencingstudentlearning,haveledmanyinvestigatorstoexaminerelationshipsbetweenquestioningmethodsands
8、tudentachievement.Teachers’questionsalsoprovidestudentswithopportunitiestofindoutwhattheythinkbywhattheysay.Manyresearchershadalreadyindicatedthatquestioningissecondonlytolecturinginpopularityasateachi
