2。 Literature Review

A large number of famous researchers have shared the same idea that classroom is a worthwhile place to look at because classroom is an important learning setting for the second language learners。 Appropriate application of strategies can improve the effectiveness of the interaction between students and teachers and the quality of learning。 Furthermore, it can also help develop students’ linguistic ability and arouse their learning initiative and interest。 In this part, it explains the definition and some previous studies at home and abroad。 

2。1 Definition of classroom questioning源C于H优J尔W论R文M网WwW.youeRw.com 原文+QQ752-018766

It is not easy to form a complete and accurate concept about question。 Longman Dictionary of English Language defines question according to the form and function。 It considers a question as an expression of doubt which needs a request for information, makes a response or tests knowledge。 Furthermore, a question is a sentence which demands people’s view, belief or fact and so on。 In class, teachers’ questions are instructional hints or stimuli which can convey the knowledge to be learned and directions for what students are to do or how they are to do it。 Borich claimed that questions are verbal statements or gestures which can arouse students’ response (Borich 209)。 Richards thought that questions are sentences which inquire facts or ask for opinions and so on (Richards and Lockhart 185)。 Rong Jingxian said that classroom questioning means teachers need to ask students questions according to their knowledge and experience and inspire students to make a conclusion by themselves。 By raising questions, students can acquire knowledge and develop their ability of thinking (Rong and Qian 63)。 Zhang Xiaolan thought effective classroom questioning should be able to stimulate and maintain students’ interest in learning, inspire students’ thinking and help teachers check their understanding of the teaching contents。 What’s more, it can promote students’ language input and output。 Effective questioning means that by using various strategies, teachers can achieve the desired purpose (Zhang 72)。

2。2 Previous studies at home and abroad

From the whole view of the current worldwide educational reform, many countries in the world take all-round development of human beings and cultivation of creative thinking as breakthroughs。 Researchers at home and abroad study seriously to help students learn to learn, learn to live, learn to cooperate and learn to innovate, so that students can adapt themselves to the need of all-round development and daily life。 Classroom questioning is a common way of communication between teachers and students in the teaching process and a great deal of research has been made recently。

2。2。1 Studies on classroom questioning at abroad

At present, the study of English classroom questioning at abroad mainly focuses on the classification of questions, the frequency of various kinds of questions, the techniques of classroom questioning and the waiting time。

It is significant for us to make a clear and comprehensive classification of questions so that we can make a deep study on classroom questioning。 Questions can be categorized according to different criteria。

Richards and Lockart pided questions into three kinds according to the purposes of examining the role of questions in the classroom。 They are procedural questions, convergent questions and pergent questions (Richards and Lockart 186)。 Procedural questions are usually related to classroom procedures, routines and classroom management, which have nothing to do with the content of learning。 Convergent questions are questions which encourage similar responses or responses which focus on a central theme。 Divergent questions and convergent questions are two opposite sides。 They encourage perse responses which are longer and which require students to engage in higher-level thinking。 Students need to express their own information instead of recalling previously presented information。