On the strategy and technique of classroom questioning, Qiu Jiajun thought in order to raise questions effectively, teachers should use the following strategies: ask fewer questions; ask high-quality questions; ask questions with depth and breadth; use the accurate waiting time; select appropriate students and give enough feedback (Qiu 45-46)。 Yu Lan thought teachers should increase the number of referential questions and waiting time, enlarge the distribution of questions, reduce students’ fear of being questioned and increase the chance of being asked (Yu 82-83)。

3。 Current Problems of English Classroom Questioning 文献综述

Whether a lesson is successful or not mainly depends on the questions that teachers raise in class。 However, many teachers’ ways of classroom questioning are so unreasonable that they lead to bad learning outcome in the end。 There are some common problems in the process of English teaching。

3。1 Out-dated idea of classroom questioning

Teachers’ out-dated idea of questioning absolutely affects their behavior of classroom questioning。 Different teachers have different understanding of classroom questioning which makes the questioning in class various。 Some teachers hold the view that a 45-minute lesson is quite important and they are more willing to show their professional English abilities and delivering language points as many as possible instead of spending too much time on questioning。 Some teachers think they are the leader of the class。 If students are permitted to ask questions freely, the class will be messy and teachers will have to spend some time on managing the teaching order。 Academic authority affects not only the quality of questioning but also the formation of an independent mind。