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to convey what students have learned and instructions to tell they what todo and how to do in English class.More broadly,Allwright(1991)defines teacherquestioning as the bridge between teachers and students in English classroom teaching,which can bring better interaction between teachers and students.

Questioning is an important means for teachers to elicit topics and organizeclassroom teaching,as well as the main interaction mode in class.Therefore,Richardsand Lockhart(1996,p.185)summarizes the importance of teacher questioning:1)“Stimulate and maintain students’interest”;2)“Encourage students to focus on thecontent of the class”;3)“Enable teachers to check students’understanding and learning of the text”;4)“Help students participate in class”.Furthermore,some scholarspropounded that teacher questioning has six functions of guidance,including informing,confirming,approving,evaluating,reiterating and clarifying,which affect students’process of constructing meaning(Sinclair&Coulthard,1975;Li,2019).

Various scholars have made various definitions of teacher questioning fromdifferent perspectives.The study takes the Jiang’s(2015)definition as reference,andexplains that teacher questioning refers to the teaching tools used by teachers in Englishclasses to check students’mastery of knowledge,stimulate students’thinking skills andclassroom interaction,and provide students with opportunities for language output.Ithas to be mentioned that teacher questioning is a very broad concept includingquestioning way,type,strategy,waiting time,teacher feedback,etc.In this study,theresearcher chiefly studies the ways,types and modification strategies of teacherquestioning.

2.2 Previous Studies at Home and Abroad

This section explains research on teacher questioning and student classroomparticipation at home and abroad.The in-depth excavation of relevant research is toreveal the research gap and provide help for the argumentation of this thesis.

2.2.1 Research on Teacher Questioning

Based on the above explanation,it is clear that teacher questioning is a very broadconcept,questioning way,type,strategy,waiting time,and teacher feedback areincluded.In this study,the researchers mainly introduce research on the ways,types andmodification strategies of teacher questioning.

2.2.1.1 Research on the Ways of Teacher Questioning

At abroad,as for the study on students’classroom answers,White and Lightbown(1984)find that there are 200 teacher questioning in a 45-minute class,42%of whichare not answered by students.Some foreign scholars also discover that teachers aremore willing to interact with students sitting in the front row and middle,because thesestudents are in the“T”area of the classroom and are in the center of the teacher’s vision(Nunan,1991;Reinsvold&Cochran,2012).Still other teachers have their own personalaction area where students have more eye contact with the teacher,and this area changeswith their position in the classroom.

Chapter Three Research Methodology...........................20

3.1 Research Questions.....................20

3.2 Research Subjects.........................20

3.3 Research Instruments......................22

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