声明
Chapter 1 Introduction
1.1 Research Background
1.2 The Purpose of the Research
1.3 The Significance of the Study
1.3.1 Empirical Significance
1.3.2 Theoretical Significance
1.4 Paper Structure
Chapter 2 Literature Review
2.1 Teachers’Questioning Researches
2.1.1 The Definition of Teachers’Questioning
2.1.2 The Classification of Teachers’Questioning
2.1.3 The Functions of Teachers’Questioning
2.1.4 Questioning Strategies
2.2 English Reading Researches
2.2.1 The Definition of Reading
2.2.2 Three Modes of Reading Teaching
2.2.3 Three Main Reading Teaching Methods
2.3 Theoretical Basis
2.3.1 Bloom's Classification of Questions
2.3.2 Krashen’s Input Hypothesis
2.3.3 Swain’s Output Hypothesis
2.3.4 Long’s Interaction Hypothesis
2.4 Studies of English Classes on YI SHI YI YOU
Chapter 3 Research Design
3.1 Research Questions
3.2 Research Participants
3.3 Research Methods
3.4 Research Tools
3.5 Research Process
3.5.1 Preparatory Stage
3.5.2 Implementation Stage
3.5.3 Conclusion Stage
Chapter 4 Results and Analysis
4.1 The Distribution of Six Questioning Types
4.2 The Distribution Difference of Six Questioning Types among Different Grades
4.3 The Relationship between Questioning Types and Questioning Forms
4.4 The Influence of Six Questioning Types on Students’ Oral Output
Chapter 5 Conclusion
5.1 Major Findings
5.2 Implications
5.3 Limitations
5.4 Prospects and Future Studies
参考文献
Appendix Ⅰ
Appendix Ⅱ
致谢
上海师范大学;
