Abstract: Classroom questioning, as an important prat of class, is essential in English language teaching. Classroom questioning occupies much time of one class from the beginning to the end. It is an important way for teachers and students to communicate in the process of teaching. There are many different ways to raise a question. Different types of questioning have different results. Classroom questioning can be divided into many types according to different standards. Good questions can not only ask for information, but also maintain good relationship between teachers and learners. It can also improve the creative thinking of learners and enhance the classroom efficiency. In recent years, with the researches about “how to improve the classroom efficiency” increasing, the classroom questioning attracts much attention from the educators. However, teachers do not pay enough attention to classroom questioning in practical teaching. Taking Deyang Middle School as an example, the author will point out the  situation and problem of classroom questioning at present and give some suggestions to help English teachers to improve the efficiency of classroom questioning. The author has collected a lot of information about classroom questioning using the method of documentary, observation and interview, which lays the foundation for the thesis writing.

Key words: classroom questioning; functions; strategies

Content

摘要：

Abstract:

Chapter One : Introduction.1

  1.1 Classroom Questioning1

    1.1.1 The significance and role of classroom questioning.1

    1.1.2 The principle of classroom question.2

    1.1.3 The classification of classroom questioning.3

  1.2 The problem in classroom questioning at present3

Chapter Two: Literature Reviews .4

  2.1 The researches of classroom questioning5

  2.2 Theoretical support..5

    2.2.1 Constructivism learning theory5

    2.2.2 Collaborative learning theory...6

2.2.3 Humanistic Language Teaching...7

Chapter Three : How to be a good questioner...7

  3.1 Making the intention of questioning clear...7

  3.2 Setting teaching situation... 8

  3.3 Raising questions according learners..9

  3.4 Cultivating creativity through questioning11

  3.5 Making questioning attractive...13

Conclusion ..14

Bibliography

Acknowledgements