Teachers’ Beliefs About Questioning And Their Performances In EFL Classroom

Classroom questioning is not only an indispensible part of the teaching process butalso a common and necessary practice. Questioning is a very important channel forteachers to produce information and get the teaching feedback. It is a necessarytechnique of academic training and the improvement of the students’ ability. Secondlanguage researchers have also examined the contribution of teachers’ questions toclassroom second language learning. In EFL classroom, questions from teacherscomprise a large proportion of the classroom discourse. Classroom questioning hasaroused a growing amount of attention from scholars home and abroad. Researchershave studied questioning from aspects like types of questions, wait-time, distributionof classroom questions and questioning strategy.This thesis attempted to study the relationship between teachers’ practices ofquestioning and their beliefs about questioning in the EFL classroom, including howteachers question, what beliefs they hold about questioning in different class stagesand whether they are congruent with each other. Both classroom observation andinterview have been adopted as the research instrument.Through data analysis, the study found out striking similarities both in the teachers’practices of questioning and their beliefs about questioning in different stages of theclass. The results also showed that teachers’ beliefs about questioning are more likelyto be congruent with their practices in the lead-in stage and word stage.