| Acknowledgements | 第5-6页 |
| Abstract | 第6-8页 |
| 摘要 | 第9-14页 |
| Chapter One Introduction | 第14-18页 |
| 1.1 Background of the Study | 第14-16页 |
| 1.2 Framework of the Thesis | 第16-18页 |
| Chapter Two Literature Review | 第18-34页 |
| 2.1 Theoretical Studies on Classroom Questioning | 第18-30页 |
| 2.1.1 Defining Classroom Questioning | 第18-19页 |
| 2.1.2 Classifying Classroom Questioning | 第19-25页 |
| 2.1.3 Functions of Classroom Questioning | 第25-27页 |
| 2.1.4 Standards of Effective Classroom Questioning | 第27-30页 |
| 2.2 Empirical Studies on Classroom Questioning | 第30-34页 |
| 2.2.1 Empirical Studies on Classroom Questioning Abroad | 第30-31页 |
| 2.2.2 Empirical Studies on Classroom Questioning at Home | 第31-34页 |
| Chapter Three Methodology | 第34-38页 |
| 3.1 Research Questions | 第34页 |
| 3.2 Research Subjects | 第34-36页 |
| 3.2.1 Teachers | 第34-36页 |
| 3.2.2 Students | 第36页 |
| 3.2.3 Lesson Type | 第36页 |
| 3.3 Research Instruments | 第36-37页 |
| 3.4 Data Collection and Analysis | 第37-38页 |
| Chapter Four Results and Discussion | 第38-61页 |
| 4.1 Types and Frequencies of Classroom Questioning in Terms of CommunicativeFunctions | 第38-45页 |
| 4.1.1 Pre-reading Stage | 第38-42页 |
| 4.1.2 While-reading Stage | 第42-44页 |
| 4.1.3 Post-reading Stage | 第44-45页 |
| 4.2 Types and Frequencies of Classroom Questioning in Terms of Bloom’sTaxonomy of Cognitive Levels | 第45-53页 |
| 4.2.1 Pre-reading Stage | 第46-49页 |
| 4.2.2 While-reading Stage | 第49-51页 |
| 4.2.3 Post-reading Stage | 第51-53页 |
| 4.3 Types and Frequencies of Classroom Questioning in Terms of the Ways ofStudents Answering Questions | 第53-61页 |
| 4.3.1 Pre-reading Stage | 第54-56页 |
| 4.3.2 While-reading Stage | 第56-58页 |
| 4.3.3 Post-reading Stage | 第58-61页 |
| Chapter Five Conclusion | 第61-65页 |
| 5.1 Major Findings | 第61-62页 |
| 5.2 Implications | 第62-64页 |
| 5.3 Limitations | 第64-65页 |
| References | 第65-68页 |
| Appendix One | 第68-72页 |
| Appendix Two | 第72-85页 |
