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ioning, investigating and analyzing the statusof questioning in college. For questioning of reading classroom in senior high schools,studies are mainly from Wang Shanwen (2007). Pan Xiaoyan (2008) and so on. Thesestudies shows teachers provide occasions in class for students to read and to discussmaterials that represent substantially different views of the same situation to give studentsan opportunity to formulate their own judgments. To promote this process, teachers'questioning in reading is a major tool, influencing students' learning in important ways.In conclusion, questioning is greatly important in classroom, especially for students inreading class. If used properly, classroom teaching will be more effective. Based on these,the present thesis is carrying on.

1.2 Purposes and Significance of the Study
Socio-Constructivism argues that all knowledge is derived from social interaction.Classroom questioning is critical interactions between teachers and students. The presentthesis attempts to explore classroom questioning in senior high school in China. Teachersuse questions to attract students' attention, to educe them to think, to stimulate them tomake responses, to check their understanding and to evaluate their learning. Appropriatequestions can lead students to be creative and logical. In reading classroom, one of themost frequently used methods in teaching reading is asking students to answercomprehension questions. Nuttall (2000: 188-189) suggests that we can classify questionsaccording to the kind of information that they require students to get from the texts, or thekind of thinking that we wish students to engage in. She lists five types: questions ofliteral comprehension; questioning involving reorganization or reinterpretation; questionsfor inferences; questions for evaluation or appreciation; questions for personal response.Good questioning in reading classroom is a good way to improve students' abilities andpromote the output process. The purposes of this study are to describe and analyze thequestioning types used by teachers in reading process; to describe and analyze thedistribution of questioning preferred to the teacher; to describe and analyze the wait-timeof questioning teacher give to students in reading classroom and to describe and analyzethe feedback adopted by teachers in the reading process.

Chapter TwoLiterature Review

2.1 Rational for Classroom Questioning
For a long time, many researchers have been probing into teachers' questioning basedon various theoretical backgrounds. In this chapter, the literature related to teachers"questioning is discussed in three aspects: rational for classroom questioning, consistingSocio-Constructivism and Output Hypothesis, previous studies on reading classroomquestioning; and reading related issues including the purposes of reading and three modelsof reading.

2.1.1 Socio-Constructivism
Constructivism is an important theory about knowledge and learning (Fosnot, 1996).There are six sects of constructivism: radical constructivism, social constructivism, socialconstructivism, social cultural cognition approach, information-processing constructivism,cybernetic systems and socio cultural approaches to mediated action. Although there aresome differences, they all underline the "learner-centered" principle and the importance ofsituation, cooperation, conversat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。