3。2 Research Subjects 6

3。3 Research Method 6

4。 Data Analysis and Results 7

4。1 Question Types in Pre-reading Stage 9

4。1。1 Question Types in Middle School 9

4。1。2 Question Types in High School 10

4。1。3 Comparison of Question Types in Middle School and High School 11

4。2 Question Types in While-reading Stage 12

4。2。1  Questions Types in Middle School 12

4。2。2  Question Types in High School 13

4。2。3 Comparison of Question Types in Middle School and High School 14

4。3 Question Types in Post-reading Stage 15

4。3。1  Question Types in Middle School 15

4。3。2  Questions Types in High School 16

4。3。3 Comparison of Question Types in Middle School and High School 17

4。4 Findings 17

5。 Conclusions 18

Appendix 1 21

Appendix 2 68

1。 Introduction

Due to the power of English as an international language and the fact that China plays a more and more important role in global business, English has become a basic skill of today's citizens。 For most people, English learning has gone through the whole process from kindergarten to college。 However, the results are far from satisfactory。 In a sense, great efforts are need to be put in order to solve this problem。 Since the reform of English teaching at the beginning of this century, many researchers began to pay attention to the classroom, especially teaching questioning。 Therefore, it is a great necessity to do some studies in this field。

1。1 Background of the study

Teacher questioning has been extensively studied in recent years because of it’s great role in facilitating English teaching。 First of all, classroom questioning is the main form for teachers and students to exchange information and practice language。 On the one hand, students can check whether they have got command of the knowledge imparted by the teacher from the questions; on the other hand, teachers can get some feedback from students’ answers to adjust their pace of teaching。 Secondly, the quality and effectiveness of classroom teaching can be directly influenced by teachers’ questions。 Sterling G。 Callahan, an American educational expert, proposed that questioning is the basic means for teachers to promote students’ thinking, evaluate the teaching effect and push students to achieve the desired goal。 It is amazing that teacher questioning helps students to connect current learning with previous and even subsequent learning。 In this way, the old knowledge can be reviewed and the new can be digested。 Therefore, the learning can be more easy and effective。 Thirdly, teacher questioning occupies a large part of class time。 As the old saying goes, no questions, no answers。 There is no exaggeration to say that we can hardly find a class without questions from beginning to end。 The previous research revealed that questioning takes up 20% to 40% in the activities of English classroom interaction(Wang Duqin, 2002), which largely determines the success or failure of the class。 For example, raising the questions properly can not only arouse the interest of learning but also increase the students’ confidence in learning English。 These important roles teacher questioning takes lead to the massive research into the types of  teacher questioning。