Abstract: Teachers’ questioning is the most common interaction between students and teachers in English classes. By analysis of five student teachers’ questioning in their classes and students’ response to questionnaire about students’ attitudes towards student teachers’ questioning, it is found that 1) the number of student teachers’ questions is far smaller than that of the experienced teachers’; 2) the student teachers tend to ask much more display questions than referential questions; 3) the student teachers rarely use the strategy of probing; 4) the student teachers often fail to give their students enough wait-time; 5) students are aware of the importance of teachers’ questioning , but there is room for improvement; for example, students like to answer referential questions and they want to have more time to think about questions.

Key words: teachers’ questioning; student teachers; English classes

CONTENTS

Abstract

摘要

1. Introduction1

2. Literature Review.1

2.1 Definition of Teachers’ Questions

2.2 Types of Teachers’ Questions

2.3 Strategies of Teachers’ Questions

2.4 Wait-time of Teachers’ Questions

3.Methodology5

  3.1 Research Questions

  3.2 Research Participants

  3.3 Research Instruments

  3.4 Data Collection

  3.5 Data Analysis

4. Results and Discussion.6

  4.1 The Number of Student Teachers’ Questions

  4.2 The Percentage of Display Questions and Referential Questions Asked by 

     student teachers

  4.3 The Percentage of Different Kinds of Questioning Strategies Used by 

     student teachers.

  4.4 The Average Wait-Time of Student Teachers’ Questioning

  4.5 Students’ Views of Student Teachers’ Questioning  

5. Suggestions ..11

6.Conclusion.12

Bibliography.13

Appendix 1.14

Acknowledgements15