A comparative study of the questioning strategies in English teaching classes

Therefore,teachers should optimize questioning strategies,enlightenment and feedback,with a view to improving their classroom questioning.

14 questioning strategies thus identified are described at the lexico-grammatical level in terms of their realizational form, explained at the semantic level in terms of their function, with their roles in the EFL classroom discussed at the situational level in terms of the tenor, field and mode of discourse.

Three dimensions of teacher questioning are examined in this study: question type, questioning strategy and wait time.

This paper presents the findings of a study on teachers questions and students feedback in the Intensive Reading class taken by junior English majors of China University of Geosciences(Beijing) through classroom discourse recording and interviewing students.

In EFL classroom,teachers questions have a direct impact on learner output,thus the question pattern plays an important role in students language development.

The research into the teachers questions can optimize the classroom interactive atmosphere.

Classroom interaction is primarily achieved through the mode of "teacher questioning — students’ response".

The author,by means of audio-recording classroom teaching and after-class interview,makes a survey and analysis of questioning patterns adopted by six college teachers in twenty-four various lessons from such aspects as the types of teacher questioning,linguistic characteristics and interaction characteristics.

Being a most frequent occurrence in daily major English classroom Teacher-Students (T-S) conversational interaction, teacher questions play a significant role in classroom teaching and learning.

In the present study, focus is laid on comparing similarities and differences between native and non-native English speaker teachers in three aspects: teacher questions, wait-time, and teacher feedback.