| The results obtained from the last 20 years' researches in the L2/ESL classrooms show that the learner's successful language learning is significantly correlated to classroom interaction. Many foreign researchers find that the important form of classroom interaction is teachers' questions that, in turn, are the most important factor that influences classroom interaction. Ellis (1990:125), based on that, points out that "teachers have the ultimate responsibility for managing classroom interaction". Teachers' questioning strategies have been examined fully abroad since the seventies of the last century. However, in China, there has been a lack of attention, and systematic researches in this field. Domestic studies on college English teachers' questioning strategies are few, while the investigations on the effect of students' different language proficiency on teachers' questioning strategies and classroom interaction are even sparser. It is based on the above considerations that the present study is conducted, aiming at finding out a series of characteristics of teachers' questioning strategies, helping domestic college English teachers to realize the strong and weak points of their questioning strategies, which will facilitate college English teaching.This quantitative study is conducted as a classroom investigation. It takes 8 teachers and 366 students from the first- year non-English majors in Sichuan University as the investigation subjects. Taking classroom observations, classroom recordings and questionnaires as the studying methodology and interaction mean as the main criterion for classroom interaction, the researcher focuses on the teachers' questioning strategies in the following five aspects: question types, wait-time, question modifications, question directing and the effect of students' different language proficiency on teachers' questioning strategies and classroom interaction.The results of the investigation show that: teachers in classes are using more...
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