| It is widely acknowledged that questioning, as an important constituent of teaching in classroom context, functions not only as input for students, but also an opportunity for them to produce output and receive necessary modelling feedbacks. As a result, research of teacher's questioning has been one of the important areas that draw attention from researchers and teachers.The thesis reports a survey study of two English classes in a junior high school. Through classroom observations, as a quatitative approach, the study tries to find out the characteristics of teacher's questioning by calculating the frequency of question type, questioning strategy, distribution of question and feedback. By analysing the interview transcripts of teachers and students, as a quanlitative approach, it tries to find the process of questioning between teachers and students.The main findings of this study are summarized as follows: First, English teachers in junior high schools ask more display questions than referential questions and students prefer display questions. Second, English teachers use the strategy of repeating more than the strategies of probing and promoting, but students expect teachers use promoting more often. Third, English teachers distribute their questions to students evenly, that is they give response opportunities to most of the students. Fourth, English teachers in junior high schools do not give students negative feedbacks and students do not like it either. The teachers encourage error corrections between students.Based on these findings, the following implications are provided for English teachers:1) teacher should increase the percentage of referential questions and use questions of different levels questions to fit for different students' demands; 2) teacher should use different questioning strategies and design meaningful probing questioning activities; and 3) teachers should learn to know more questioning techniques of error correction.
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