| 致谢 | 第5-6页 |
| 摘要 | 第6-8页 |
| Abstract | 第8-9页 |
| Chapter One Introduction | 第12-16页 |
| 1.1 Research Background | 第12-13页 |
| 1.2 Significance of the Study | 第13-15页 |
| 1.3 Structure of the Thesis | 第15-16页 |
| Chapter Two Literature Review | 第16-29页 |
| 2.1 Theoretical Framework | 第16-19页 |
| 2.1.1 Krashen's Input Hypothesis | 第16-17页 |
| 2.1.2 Affective Filter Hypothesis | 第17-19页 |
| 2.2 Studies on Teachers' Questioning | 第19-29页 |
| 2.2.1 Definition of teachers' questioning | 第19-20页 |
| 2.2.2 Studies on teachers' questioning types | 第20-23页 |
| 2.2.3 Studies on teachers' questioning strategies | 第23-29页 |
| Chapter Three Research Methods | 第29-35页 |
| 3.1 Research Questions | 第29页 |
| 3.2 Participants | 第29-30页 |
| 3.3 Instruments | 第30-32页 |
| 3.3.1 Classroom observation | 第31页 |
| 3.3.2 Questionnaire | 第31-32页 |
| 3.3.3 Interview | 第32页 |
| 3.4 Data Collection | 第32-33页 |
| 3.5 Data Analysis | 第33-35页 |
| Chapter Four Results and Discussion | 第35-59页 |
| 4.1 Results and Discussions of the Classroom Questioning Features between theExperienced and Less Experienced English Teacher | 第35-48页 |
| 4.2 Results and Discussions of Students' Expectations towards Their Teacher'sClassroom Questioning Features in terms of Question Types and QuestioningStrategies | 第48-53页 |
| 4.3 Results and Discussions of the Comparison between the two Teachers'Questioning Features and Students' Expectations based on Students' Achievement | 第53-59页 |
| Chapter Five Conclusion | 第59-64页 |
| 5.1 Major Findings | 第59-60页 |
| 5.2 Pedagogical Implications | 第60-62页 |
| 5.3 Limitations and Suggestions for Further Research | 第62-64页 |
| Bibliography | 第64-68页 |
| Appendix One Classroom observation | 第68-85页 |
| Appendix Two Students questionnaires | 第85-88页 |
| Appendix Three Teacher interviews | 第88页 |
