This study applies to investigate the effect of classroom questioning. This study used the following tools: classroom observation , interview and questionnaire. The purpose of study is to find the effect of classroom questioning and to find how to improve the teaching effect. 

2. Literature Review

2.1 Classroom questioning

    Questioning is one of the major teaching behaviors in class. It is also a kind of complicated teaching technique. Ur once said “a question in the context of teaching may be best defined as a teacher utterance which has the objective of eliciting an oral response from the learners”(Ur 2000). Wilen also defines a question as “a specialized sentence possessing either an interrogative form or function. When raised by teachers, questions are instructional cues suggesting to students content elements to be learned and to ways of learning or experiencing said content.”(Wilen 1982)源]自=吹冰-·论~文"网·www.chuibin.com/

     Classroom questioning is a kind of questioning in special context. It refers to a kind of teaching form that teachers design questions according to teaching requirements and students’ ability and then ask students to answer in the classroom teaching process. The broader definition also includes questioning by the form of homework or examination papers. It mainly refers that teachers ask students in written form to let students review what they have learned in class. With the help of such questioning form, students can have more independent thinking space and their real learning situation can be assessed. While in this thesis, classroom questioning only refers to the language interaction and communication between teachers and students in class.