Abstract: Classroom questioning has always been one of the most frequently used strategies as

well as an art in teaching. Effective questioning strategies can improve the effect of English reading class. With two classes of Shang Yuan Middle School as the subjects, the Input Hypothesis and Output Hypothesis as the theoretical basis, classroom observation and questionnaire as the methodology, the paper finds that the teachers can expertly use some questioning strategies such as simplifying questions and adopting different ways of questioning. However, there are also some problems such as unbalance between different types of questions, lots of Chinese in questioning and general feedback. Finally, some suggestions are provided to these problems from the four aspects: planning strategies, designing strategies, controlling strategies, evaluating strategies. 

Key words: teacher’s classroom questioning; questioning strategies; English reading class

CONTENTS

Abstract

摘要：

1. Introduction.1

2. Literature Review1 

2.1 Studies on Reading

2.2 Studies on Teacher Questioning

 2.2.1 Definition of Teacher questioning

 2.2.2 Types of Questions

 2.2.3 Functions of Questioning

 2.2.4 Strategies of Questioning

2.3 Theoretical Foundations

 2.3.1 Input Hypothesis

 2.3.2 Output Hypothesis

3. Research Design5

3.1 Research Questions 

3.2 Research Objects 

3.3 Methodology

 3.3.1 Classroom Observation 

 3.3.2 Questionnaire  

4. Results and Discussion6 

4.1 Number and Types of Questions 

4.2 Teachers’ Language

4.3 Ways of Questioning

4.4 Wait-time after Teachers' Questioning

4.5 Ways of Feedback

5.Suggestions for Questioning Strategies.9

5.1 Planning Strategies

5.2 Designing Strategies

5.3 Controlling Strategies

5.4 Evaluating Strategies

6. Conclusion.11 

Bibliography13

Appendix

Questionnaire for Junior High School Students

Acknowledgments.15