On Students' Questioning In TEFL Classroom

This thesis considers the possibility of students' questioning in Chinese TEFL classroom. Teachers questioning is dominant in traditional English class. Such parts as teachers' lack of understanding of questioning, time constraints and limitation of content coverage, teachers' fears and unconsciousness, students' unawareness and constraints of discourse are responsible for the paucity of students' questioning. However, students' questioning has gained increasing attention from scholars in the past few decades because it helps students understand and process clues of the text and facilitate their critical thinking. Students' questioning can't be achieved without teachers' change of traditional educational ideas. For this reason, teachers are required to change their roles into facilitator, stimulator, modeler and intervener, to develop students questioning art and to teach them various question-generating techniques like initiation, interview, reciprocal cooperation, role play etc.The present research conducts a case study to testify whether the questioning art can be put into real practice and tries to offer fellow English teachers quite a lot of insightful implications for students' questioning. The study indicates that students' questioning is practical in TEFL class; students are capable of generating good and high-quality questions; they are likely to participate in the activity and their reading comprehension and creative thinking can be greatly developed in class. The author believes that students' questioning is of great educational and psychological values and potentials and hopes that this study is able to arouseone's interest in this field and increase one's awareness of investigating into teachers' roles in students' questioning.