调查发现：从教师的角度来看，一些教师提问目的不明确，缺乏准备的问题，并质疑缺乏有效的一个深刻和全面的认识，缺乏整体设计的认识和了解有效的提问。这项探讨是根据克拉申的输入假设，情感过滤假说与迈克尔·朗的交互假设。笔者调查和略论目前形势下的初中英语课堂教学中教师的提问，英语论文，并提供一些建议，供教师的提问，英语论文网站，通过课堂观察，转录，问卷调查和采访。
Chapter 1 Introduction引言
In this chapter, it gives a brief introduction to the whole paper. It reviews the research background,then proceeds to state the purpose of the research, and finally presents the structure of this thesis.
1.1 Background of the Study探讨背景
Classroom questioning is the main form of teacher-student exchange of information and languagepractice. “Questioning is one of the most frequently used teaching techniques” (Richards etal.2017:379). Italso plays an important part in effective teaching. To some extent, the art of classroom teaching is the art ofclassroom questioning. Questions will directly influence the quality of classroom teaching. Sterling G.Callahan, an American educational expert, thinks that questioning is the basic control means for teachers topromote students’ thinking, evaluate the teaching effect and push students to achieve the desired goal.According to Postman (1979: 140), “All our knowledge results from questions”. Chuska (1995) claims thatteacher questioning can help students to connect current learning with previous and even subsequentlearning. There is no exaggeration to say that we can hardly find a lesson without questions from beginningto end. According to the survey, questioning accounts for 20% to 40% in the activities of English classroominteraction (Wang Duqin, 2017), which plays an important role in the success or failure of English teaching.“To many educators and teachers, to encourage students to think is far more crucial than to impartinformation. And the ultimate purpose of education is to enable students to think creatively and resolvedoubts by themselves” (Fu Li, 2017:81-82). So important status and role questioning played in classroomteaching is because questioning is the necessary component to constitute classroom interaction and bilateralcommunication between teachers and students or students and students. While the communication is theessence of teaching and also the most important and basic factor in effective teaching. Teachers assumemultiple roles in the classroom teaching and effective classroom questioning can give full play to teachers’multiple roles. Classroom questioning has been a focus of attention in language teaching over the years.An ideal class under the new curriculum should be a stage of interaction and spiritual dialoguebetween teachers and students. Teacher questioning is the main form of teacher-student exchange ofinformation and language exercise. So it is a very important teaching mean in English classroom teaching.In China, English, as a foreign language, is mainly obtained through the classroom teaching in juniormiddle school. And English teaching is inseparable from effective classroom questioning. However, atpresent, problems existed in classroom questioning in China should not be ignored. Through observation inclass, teacher questioning continues to display questions, which is not conducive to inspire students’thinking; the waiting time after questioning is short, which do not give students enough time to think;teachers’ questions are mainly focused on talkative students or the students sitting in the front row, whichcan not do for all students;
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