声明
摘要
Abstract
Contents
Chapter One Introduction
1.1 The Background of the Research
1.2 The Signincance of the Research
1.3 Overview of Chapters
Chapter Two Literature Review
2.1 Theoretical Background
2.1.1 Krashen’s Theory of Comprehensible Input
2.1.2 Long’s Interaction Hypothesis
2.2 Introduction to Questioning
2.2.1 Definition of Questioniong
2.2.2 Functions of Questioning
2.2.3 Types of Questioning
2.3 Characteristics of Quality Teacher Questions
2.4 Teachers’ Beliefs and Teachers’ Teaching Practices
Chapter Three Methodology
3.2 Participants
3.3 Instruments
3.3.1 Classroom Observation
3.3.2 Questionnaire
3.3.3 Interviews
3.5 Data Collection and Analysis
Chapter Four Results and Discussion
4.1 Types of Questioning Used in English Classes
4.2 Teachers’ Beliefs about Questioning
4.2.2 Teachers’ Beliefs about Content Focus of Questions
4.2.3 Teachers’ Beliefs about Cognitive Level of Questions
4.3 ReIationship between Teachers’ Questioning Beliefs and Their Practices
4.3.1 Purpose of Asldng Questions
4.3.2 Content Focus of Questions
4.3.3 Cognitive Level of Questions
Chapter Five Conclusion
5.1 Major Findings
5.2 Pedagogical Implications
5.3 Limitations and Suggestions for the Future Research
Bibliography
Appendix
Acknowledgements