For most Chinese families, English, as a foreign language, is mainly obtained through the 

classroom learning。 And successful classroom learning can not be achieved without high-quality classroom questioning。 However, problems still exist。 Although students-centered class has been put forward early in the 1970s, most of the class are dominated by teachers even in today’s class。 It is a common phenomenon that the teacher keeps talking and talking to impart the information and the students just sit and listen passively, which does no good to students’ communicative skills。 And also the effectiveness decreased。 Besides, most of the questions raised by the teachers are display ones which require students to find the existing answers from the book rather than think by themselves。 This can be detrimental to develop their critical thinking ability。 Thirdly, teacher questions mainly focus on talkative students and others usually fear to answer questions in class。 They rarely take the initiative of the class but accept passively。论文网

In a word, teachers’ questioning have been analyzed and a large number of researches have been conducted on teacher questioning(Nematullah, 2004)。 However, most of the researches are carried out on college and primary school level。 The studies on junior high school level are not so much。 Besides, most of the researches studied the question types on different levels separately。 The studies that compare the difference of question types are rare。 Therefore, it is of great importance to conduct research from this perspective and figure out some suggestions to optimize the way of questioning。 Appropriate classroom questioning contributes to effective English teaching, and teachers’ actions in this process influence the whole teaching effect。 Therefore, it is vital to improve and enhance English teachers’ ways of questioning , which not only contributes to teachers’ professional development but also the requirement of new curriculum reform。

1。2 Purpose of the Research

Due to the significant role teacher questioning plays, it is essential to find ways to improve the use of questions and conduct research in this field。 The purpose of this thesis is to get a clear picture about the current situation of teacher questioning of pre-service English teacherS in Zhejiang Province and explore the main problems and then figure out some appropriate suggestions。 Meanwhile, it can also complement the findings of previous researches in this area and contribute to future studies。

  This thesis investigates and analyzes the teacher questioning from the perspective of the type。 It is hoped that the research findings can be beneficial to improve the pre-service English teachers’ questioning skills and produce more professional English teachers。 What’s more, students’ learning interest can be motivated and the learning efficiency can be improved through high-quality question。

1。3 Structure of the Research

This thesis consists of five chapters and the following is the brief introduction of each chapter。

Chapter one is the introduction part。 It gives the overview of this thesis, reviews the background information and then displays the purpose and finally presents the structure。

Chapter two is literature review。 In this part, findings and conclusions made by previous researchers are presented and summarized。 

Chapter three is the research design。 It showed the research questions, research subject and research method。

Chapter four is data analysis and findings, which display the frequency of different types of questions from the aspect of different educational level(primary school, junior middle school, high school)。

Chapter five is Conclusion。 It offers an increasingly generalized amount of what has been learned in this study and makes some comments on it’s limitation and the necessity of further research。