| 中文摘要 | 第1-5页 |
| Abstract in English | 第5-11页 |
| Abbreviations | 第11-12页 |
| List of Tables\Figures | 第12-14页 |
| Chapter 1 Introduction | 第14-19页 |
| ·Research Background | 第14-15页 |
| ·Purpose of the Present Study | 第15-16页 |
| ·Significance of the Present Study | 第16-17页 |
| ·Framework of the Disscrtation | 第17-19页 |
| Chapter 2 Literature Review | 第19-45页 |
| ·Definition of Teachers' Questioning | 第19-20页 |
| ·Classifications of Teachers' Questioning | 第20-26页 |
| ·Hakansson and Lindberg's Classification | 第21-22页 |
| ·Long and Sato's Classification | 第22-24页 |
| ·Bloom's Classification | 第24-25页 |
| ·Barne's Classification | 第25-26页 |
| ·Functions of Teachers' Questioning | 第26-27页 |
| ·Questioning Strategies | 第27-30页 |
| ·Prompting | 第28-29页 |
| ·Probing | 第29页 |
| ·Repetition | 第29-30页 |
| ·Redirecting | 第30页 |
| ·Wait Time | 第30-32页 |
| ·Feedback | 第32-33页 |
| ·P rinciples of Effective Questioning | 第33-34页 |
| ·Comparative Studies on Novice and Expert Teachers | 第34-45页 |
| ·Comparative Studies on Perspective of Psychology | 第38-39页 |
| ·Comparative Studies on Knowledge Schemata | 第39-40页 |
| ·Comparative Studies on Teaching Behavior | 第40-41页 |
| ·Comparative Studies on Teaching Control Competence | 第41-42页 |
| ·Comprative Studies on Teacher Efficacy | 第42页 |
| ·Comparative Studies on Classroom Teachers' Questioning | 第42-45页 |
| Chapter 3 Theoretical Foundations | 第45-50页 |
| ·Krashen's Comprehensible Input Hypothesis | 第45-47页 |
| ·Long's Interaction Theory | 第47-48页 |
| ·Swain's Comprehensible Output Hypothesis | 第48-50页 |
| Chapter 4 Research Design | 第50-55页 |
| ·Research Questions | 第50-51页 |
| ·Participants | 第51-52页 |
| ·Teachers Participants | 第51页 |
| ·Students Participants | 第51-52页 |
| ·Instrument | 第52-54页 |
| ·Video-recording and Classroom Observation | 第52-53页 |
| ·Questionnaire | 第53-54页 |
| ·Interview | 第54页 |
| ·Data Collection | 第54-55页 |
| Chapter 5 Data Analysis and Discussion | 第55-76页 |
| ·Analysis of the Students' and Teachers' Questionnaires | 第55-61页 |
| ·Students' Preference for Different Types of Questions | 第56-58页 |
| ·Students' Preference for Strategies Applied in Classroom Teaching | 第58-59页 |
| ·Students' Evaluation on Teachers' Wait Time | 第59-60页 |
| ·Students' Preference on Teachers' Feedback | 第60-61页 |
| ·Teachers' General Perceptions towards Questioning Through Questionnaires | 第61-68页 |
| ·Teachers' General Perceptions of Different Types of Questions | 第62-64页 |
| ·Teachers' General Perceptions of Strategies Applied in Classroom Teaching | 第64-66页 |
| ·Teachers' General Perceptions of Evaluation on Teachers' Wait Time | 第66-67页 |
| ·Teachers' General Perceptions of Teachers' Feedback | 第67-68页 |
| ·Classroom Observation Results between the Novice and Expert Teachers | 第68-75页 |
| ·Frequency of Display and Referential Questions Between them | 第68-71页 |
| ·Strategies Applied in Classroom Teaching | 第71-72页 |
| ·Wait time in Classroom Teaching | 第72-73页 |
| ·Feedback | 第73-75页 |
| ·Answers to the Research Questions | 第75-76页 |
| Chapter 6 Conclusion | 第76-84页 |
| ·Pedagogical Implications for Improving Teachers' Questioning Efficiency | 第76-82页 |
| ·Enriching Theoretical Knowledge on Teachers' Questioning | 第76-77页 |
| ·Pedagogical Implications for Teacher Education | 第77-78页 |
| ·Increasing Referential Questions, Enriching and balancing Teachers' | 第78-79页 |
| 6,1.4. Integrating and adopting questioning strategies | 第79页 |
| 6,1.5 Increasing wait time and giving students more opportunities | 第79-80页 |
| ·Never stinting on your praise | 第80-81页 |
| ·Peer Observation and Relfective Teaching | 第81-82页 |
| ·Limitations | 第82页 |
| ·Suggestions for the Further Research | 第82-84页 |
| Bibliography | 第84-87页 |
| Appendix 1 | 第87-92页 |
| Appendix 2 | 第92-93页 |
| Acknowledgements | 第93-94页 |
