Abstract:English teaching has become one of the most important teaching contents in our country, because English is one of the most widely used languages in the context of globalization. Even today after the reform of the college entrance examination, English still occupies a large proportion in the students' examinations. How to take a good English class is a common topic for experts at home and abroad? And class questioning is a very important aspect which analyzed by them. Thinking starts from asking questions. Class questioning enables students to use the original knowledge to analyze, think and imagine about the current problems, which stimulates students' interests in learning, and it will train their thinking quality and improve their thinking ability. Teachers' targeted and enlightening class questions can stimulate students' brain storms and expand their thinking fields, as well as stimulate students' positive thinking. Questioning enables students to be in the best mental states. By the way, class questions become a link between teachers' and students' ideological understandings and emotional resonances.

Constructivist learning theory (Vygotsky:1978) emphasizes the student-centered view which insists that students are the main body of learning, the main body of cognition and the active constructor of the knowledge and the information. It emphasizes the cooperative communication between students and teachers as well as the interaction between students. And Nunan (1987) stated that it is generally that the teacher was the one who says “what” and “when” in lessons. And class questioning accounts for a significant proportion in class interactions, which means that teachers’ questioning will inspire students to think and talk voluntarily in EFL lessons.

We can understand the strengths and weaknesses of teachers’ teaching methodologies, and students’ learning progresses in modern EFL classes through the study of teachers' class questioning. And after analyzing their advantages and shortcomings, we could provide some constructive suggestions for our future class teaching in EFL classes. The author chooses Class 7, Grade 7; Class 3, Grade 8 and Class 4, Grade 9 of a junior high school in Hangzhou. And in the selection of samples, the author considers the following aspects: firstly, the English learning levels of the students in the three classes are basically in average in the whole grade; secondly, the balance of the proportion of boys and girls, which helps to reduce the influence of gender differences. The research method combines qualitative research and quantitative research, and the research means include class observations and paper questionnaire.

It is found that English teachers use more referential questions in classes to improve students' participation, and they usually use convergent questions to test students' learning. At the same time, the difference of waiting time of teachers also affects the students' output after different questions.

This paper consists of five chapters, the first chapter introduces the background, the purpose and the significance of the research; the second chapter is literature review, which includes the theory of constructivism and Taxonomy, the system of questioning, the studies on teachers' questioning home and abroad; the third chapter is the research methodology, which describes the main questions to be solved, the sample selection and instruments; the fourth chapter is the classification and analysis of the collected data; and the fifth chapter is the summary of the study and some suggestions for the teachers' class questioning, as well as the limitation of the research.

Key words: EFL classes; teachers’ questioning; types; length

对于初中英语课堂中教师提问的分析

摘  要:在全球化浪潮的推动下，英语是世界上使用最为广泛的语言之一，而英语教学已成为我国十分重要的教学内容之一。即使在高考改革后的今天，英语在学生考试中仍占据了较大的比例。而如何上好一趟英语课则是现在国内外专家所共同研究的课题。而课堂学习就是其中非常关键的一方面。思维是从提出问题开始的，课堂提问能促使学生利用原有知识对当前的问题进行分析、思考和想象，它能激发学生的学习兴趣，训练学生的思维品质，提高他们的思维能力。教师富有针对性和启发性的课堂提问可以激起学生思维火花，开拓学生的思维领域，激发学生积极思维的动力，使学生处于最佳的思维状态。课堂提问毫无疑问成为沟通师生思想认识，产生情感共鸣的纽带。