| Acknowledgements | 第1-4页 |
| Abstract | 第4-5页 |
| 中文摘要 | 第5-7页 |
| Chapter One Introduction | 第7-10页 |
| ·Research background | 第7页 |
| ·Objective of the study | 第7-8页 |
| ·Significance of the study | 第8-9页 |
| ·Organization of the work | 第9-10页 |
| Chapter Two Review of Relevant Literature | 第10-26页 |
| ·Teacher Questioning Research: Past and Present | 第10-12页 |
| ·Classifications of Teachers Questioning | 第12-17页 |
| ·Functions and Distributions of Teacher’s Questions | 第17-18页 |
| ·Questioning strategies | 第18-21页 |
| ·Wait-time research on teachers questioning | 第21-22页 |
| ·Input, Output Hypothesis and their functions in Second Language Acquisition. | 第22-26页 |
| Chapter Three Research Design | 第26-28页 |
| ·Subjects | 第26页 |
| ·Data collection and transcription | 第26-27页 |
| ·Questionnaire | 第27-28页 |
| Chapter Four Results and Data Analysis | 第28-33页 |
| ·The ratio of display questions and referential questions | 第28-29页 |
| ·The ratio of the lower-level questions and higher-level questions used by EFL teachers | 第29-30页 |
| ·The strategies applied in classroom questioning | 第30页 |
| ·The distribution of teachers' questions | 第30-31页 |
| ·Wait-time in questioning | 第31-33页 |
| Chapter Five Discussions and Implications | 第33-44页 |
| ·Question types and learners' production | 第33-35页 |
| ·Teachers’questioning strategies | 第35-36页 |
| ·Wait-time and learners' output | 第36-38页 |
| ·Teacher acted as a facilitator | 第38-39页 |
| ·Teacher should modify questions | 第39-41页 |
| ·Teacher should encourage students to fully participate in classroom activities | 第41页 |
| ·Teacher should promote appropriate talk | 第41-44页 |
| Chapter Six Limitations and Conclusion | 第44-46页 |
| Bibliography | 第46-49页 |
| Appendix A Questionnaire | 第49-50页 |
