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Chapter One Introduction
　　
　　1.1 Research Background
　　With the development of the foreign language teaching, some researchers haveturned the exploration of a kind of panacean or perfect teaching approach to theinstructive thoughts and some elements which have effect on teaching and concreteprocedures of teaching implementation. Obviously，classroom communication is one ofthe most important elements; it has drawn more and more attention of researchers. Thesystematic and in-depth research of the issue can help people to know about the rule ofclassroom communication and be conscious of the importance for the second languageteaching. Because they can instruct how they explore the rule of classroomcommunication and then cultivate and complete the skills of controlling thecommunicative content and ways. Teachers' questions are regarded as an important partof teacher talk and the input of students in classroom. Many researchers have studiedthis issue. Such as Sinclair and Coulthard (1975) in their classroom discourse analysisidentified three moves in classroom interaction between teachers and students，that is tosay “IRF”，“1，means the initiation of teachers, “R，’ means the responses from studentsand “F” means the feedback or evaluation from teachers. Of course，the pattern ofquestion-answer is the most widely used in classroom. Because teachers' question isone of important elements that effect the classroom communication, teachers maintainthis control what goes on in class through a question-answer mode. Since the 1950s，many researchers have found that the use of question is a good technique to create aninteractive language classroom and stimulate students to participate in classroomteaching activities. Many studies have been made on the questions, for example, Bloom(1956) and Long and Sato (1983) made the categories on questions and distributions ofquestions. Bolinger (1957) considered that questions should have four elements: thedistribution, syntax structure and the intonation of questions and the expression ofquestioning. Nunan (1991) indicated the different roles of positive feedback andnegative feedback in changing students' behavior. Tsui put forward the questionmodification.In a word, there are thorough and in-depth researches about teachers’ questions andquestioning behaviors abroad, however, in China, few thorough studies are conductedon this issue，even though there are some studies on questions, they are basically theinterpretation, introduction or description of the teachers' questions in English classeswith few systematic and thorough studies. Even though there are some studies dealingwith the English teaching in vocational colleges, however, few of them are involved inthe classroom communication, especially, from the perspective of improving classroomcommunication by ameliorating teachers' questions. As we know, teachers' questionsare regarded as important part of the teacher talk. Especially in the EFL classroom,teacher questions can be an important comprehensible input for students, which canplay important role in improving the students' language learning and cultivating thestudents' communicative competence. https://www.51lunwen.org/TeachingEnglish/org201211102249138227.htmlFew researches deal with teachers' questioningbehaviors combining with classroom communication in vocational colleges，so it isnecessary and urgent to carry out this study.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。