【正文】 畢業(yè)論文（設(shè)計(jì)）TeacherQuestioning in the English Classroom in Junior Middle School1 Introduction 22 Literature review 3 Overview 3 Definition of teacherquestioning 4 Theoretical background of teacherquestioning 5 Approach of Communicative Language Teaching 5 Second Language Acquisition Theory 5 InitiateRespond –Feedback Pattern 7 The studies of teacherquestioning 7 Reasons of teacherquestioning 7 Functions of teacherquestioning 8 Categorization of teacherquestioning in English classroom 9 Wait time 13 Related studies on Teacher Questioning 14 Current status of teacherquestioning 15 Unawareness of aims of questioning 15 Teacher’s controllment on the right of questioning 16 Inadequate wait time 17. 4 Inadequate the distribution of teacher questioning 17. 5 Improper feedback and assessment 183 Teacherquestioning in English classroom in junior middle school 18 Investigation of teacherquestioning in classroom 19. 1 Subjects 193. 1. 2 Instrument 203. 1. 3 Procedures 203. 1. 4 Method of analysis 213. 1. 5Results and Discussions 213. 1. Teacher questioning types 21Percentage 21Display Questions 22Referential Questions 22Pseudoreferential 22Questions 22Count 22. 5. 2 Waittime 233. 1. A parison between teacher questions in the two samples 253. 1. 6 Implications for Language Teaching 274 Conclusions 29Notes 32References 331 IntroductionIn recent years, more and more people learn English from their teachers in the classroom. 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, so various kinds of interactions take place there. Among the various kinds of interactions, teacher questioning and student answering is the most important aspect. As a teaching strategy, the high incidence of questioning and its consequent potential for influencing student learning, have led many investigators to examine relationships between questioning methods and student achievement. Teachers’ questions also provide students with opportunities to find out what they think by what they say. Many researchers had already indicated that questioning is second only to lecturing in popularity as a teaching method and that classroom teachers spend anywhere from thirtyfive to fifty percent of their instructional time conducting questioning sessions. “In second language classrooms, where learners often do not have a great number of tools…,your questions provide necessary stepping stones to munication”(Brown,1994:165). At every stage in our education questioning is the core element in language acquisition. Questions are one of the most powerful tools that can be used to engage and enhance the mind. Questions influence the level of student thought and have the ability to cause further interactions. Skilful questioning can 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’ rich language output, involve students in classroom activities, and promote interactions between students and teachers in the target language. A teacher poses questions that encourage students to think in a novice ways. Questions provide the opportunity to access students’ learning from text. Questions help teacher understand students’ ongoing and their cognitive development. Therefore, teachers should pose proper questions. These questions will promote students’ intelligence ability and stimulate students to participate classroom activities and promote the munication and cooperation between teacher and students. For this reason, it is so important to investigate the teacher questioning in junior level students. The thesis consists of four parts. The first part is a brief introduction of the whole study. The author states the importance of teacher questioning, objective and significance of the study. The second part is concerned with the literature review of teacher questioning. The third part of this thesis presents a study of teacher questioning in Junior Middle English classroom. In this essay, two samples of teacher questions were looked into to find out the types and distribution of teacher questions and the wait time. The main devices in this study are classroom observation. It was found that the experienced teacher was better at employing teacher questions for interaction than the novice teacher. The last part is the conclusion.2 Literature review OverviewAccording to Postman (1979:140), “All our knowledge results from questions.”①At every stage in our education, questioning is the core element between the teacher and students in munication. Articles on the subject of classroom questioning often begin by invoking Socrates. According to researchers and other writers’ thesis, we know that questioning has a long and venerable history as an educational strategy. Nowadays, questioning is one of the most popular modes of teaching. Definition of teacherquestioningThe word questioning is from the Latin verb quaere which means to seek. Words acquire, inquire and require include the meaning to get something from others, so they have the same root with questioning. According to Longman Dictionary of language Teaching amp。 Applied Linguistics, a question is “a sentence which is addressed to listener/reader and asks for an expression of fact, opinion, belief, etc”(Cited in Ganyan, 2006:1). According to Ur, “a question in the context of teaching may be best defined as a teacher utterance which has the objective of eliciting an oral response from the learners.”(Ur, 2000:229).② Kissock and Iyortsuun (1982: 2) stated that “Questions are statements for which a reply is expected.” Borich (1988) once defined questioning as “verbal devices used to solicit responses from others.”③ Wilen defines a question as “a specialized sentence possessing an interrogative