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learning English for students. It can increase students’ capability of comprehensionand help them to arouse students’ learning interest, enliven classroom atmosphere andpromote learning efficiency as well. Therefore, the purpose of this thesis is to reveal thecurrent problems and weaknesses of teacher questioning strategies in intensive reading ofEnglish major classrooms, then put up some feasible propositions on classroom questioningthrough students’ responses to different teacher questioning strategies.
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II. Literature Review

2.1 Studies on Teacher Questioning strategy
As the first section of this part, it will explain the importance of teacher questioningstrategy and the classification of it in detail. And the most frequently used strategies areprompting strategy, repeating strategy, probing strategy and redirecting strategy. Of the four,the prompting strategy includes the most kinds of items, like decomposition, translation,paraphrase, giving examples and so on. And the definitions and features of each item aregiven by many famous scholars, like Chaudron, Jacobsen, Richard and etc. Strategy originates from military, meaning the art of planning movements of armies orforces in war. With the development of linguistics, the term of strategy has been widely usedin many other aspects of work and life, such as “communication strategy”, “job-huntingstrategy”, “teaching strategy” and etc. In the field of education, it can be categorized intolearning strategy and teaching strategy. For teaching strategy, as Wang Duqin (2002, 86)pointed out, “it refers to the principles guiding teachers to conduct classroom instructioneffectively as well as the views on effective teaching action adopted in order to achieve thedesired teaching objectives”.
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2.2 Studies on Intensive Reading
As the second section of Part two, it will be fatherly divided into two small sections. Thefirst one is going to analyze the significance of intensive reading for English majors and thesecond one is about to state the features of intensive reading. Intensive reading is a professional required course for English majors. Its teaching effectgreatly affects students’ English language competence, therefore, no matter from the courseorientation, class distribution, or from teachers perspective, it is becoming more of a concern.In China, intensive reading has been taken as a core course for college English majors inthe basic teaching stage for a long time. Intensive reading is actually a course which aims atdeveloping students’ overall language proficiency by integrating listening, speaking, readingand writing skills into one competence. Therefore, it attracts the most attention of bothteachers and students of English majors.It is believed that students’ achievement made in intensive reading class determines thelearning effect of other subjects, such as listening, speaking, reading and writing classes.Therefore, intensive reading class is the foundation of all the subjects for English majors. As arequired course for English majors in their four years’ study, intensive reading class must begiven enough attention for its irreplaceable position.
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III. Methodology........ 20
3.1 Subjects .....20
3.2 Objects ......21
3.3 Methods.....21
3.4 Research Procedure.....24
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