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4.1 The Status Quo of Teacher Questioning...........................28

4.1.1 Ways of Teacher Questioning......................28

4.1.2 Types of Teacher Questioning..............................34

Chapter Five Conclusion.................................68

5.1 Major Findings of this Study.......................68

5.2 Pedagogical Implications................................70

5.3 Limitations and Suggestions for Future Study..........................74

Chapter FourFindings and Discussion

4.1 The Status Quo of Teacher Questioning

In this section,the frequencies and ratios of four ways of questioning,two types ofquestioning,four modification strategies of questioning are analyzed respectively.Theresults are presented through classroom observation,questionnaire and interview insequence.

4.1.1 Ways of Teacher Questioning

As referred to in chapter 2,the researcher considers Nunan’s(1991)chorus-answering,nominating,volunteering and teacher self-answering as fourdimensions of teacher questioning ways.The following is the data of classroomobservations and questionnaires,as well as the results of interviews,which is ananalysis and summary of the current situation of teachers’questioning ways.

4.1.1.1 Analysis of classroom observation

The following table shows the statistical results that the number and proportion ofthe four ways in the sixteen English classes lectured by the four teachers in Longquanmiddle school.

Chapter FiveConclusion

5.1 Major Findings of this Study

Based on comprehensible input hypothesis,output hypothesis and interactionhypothesis,quantitative and qualitative research methods are adopted in this research.Inthis study,four classes are selected respectively from Longquan Middle School Grade 1and Grade 2 for investigation and research,and the status quo of teachers’questions arestatistically analyzed.Based on this,the thesis explores the effects of teachers’questioning on students’classroom participation.The main findings of this research areas follows:

For one thing,the current situation of teachers questioning can be summarizedfrom the following three aspects:1)With respect to the status quo of teachersquestioning ways,the result of classroom observation,questionnaire and interviewsshow that four teachers often use chorus-answering and nominating in 16 Englishclasses.Teachers say that due to the limited classroom teaching time,chorus-answeringis more time saving.At the same time,chorus-answering is often used for students toanswer general questions and basic questions,because it can eliminate the tension andanxiety of students.As for nominating,the four teachers would like to check thelearning situation of different students in this way,in order to make more targeted hints and corrections.Also,nominating can remind those students who are distracted in class.When using nominating,some students mentioned that teachers have their owndesignated roll call area.2)In regard to the status quo of teacher questioning types,thedata of classroom observation and questionnaire can be inferred that display questionsused by the four teachers far exceeded the referential que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。