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2.2 Previous Studies on Teachers’ Classroom Questioning
2.2.1 Classification of Questions
A lot of classifications of teachers’ questions have been proposed by different researchers from various perspectives. Barnes (in Ellis, 1999a) made the earliest classification of questions into four types: factual questions (‘what’?); reasoning questions (‘how’? and ‘why’?); open questions (questions that do not require any reasoning); social questions (questions that influence students’ behaviors by means of control or appeal). Long and Sato (1983: 268-285) pided questions into display questions and referential questions, which has been widely accepted and adopted in previous research. Through study and research, they found that more display questions (79%) are raised by teachers than referential questions. Some researchers (White and Lightbown, 1984: 40-44) got similar results that in English learning classrooms, compared with referential questions, display questions appear much more common. Results similar to Long and Sato (1983: 268-285) are obtained by Hu Qingqiu et al (2004: 22-27) who investigated four middle school English teachers and found more display questions were apparently raised by teachers than referential questions. And some researchers (Yang Xueyan, 2003: 50-56; Zhu Jing, 2013: 100-102) at home suggested in their studies that the proportion of referential questions should be increased. In the book A Pragmatic Study on the EFL classroom Question-Answer Discourse, Fu Li(2008) classified eight types of teachers’ questions: general questions(yes-no questions), special question(wh- questions), alternative questions, disjunctive questions(tag questions), rhetorical questions(questions that is interrogative in form, but has the force of a strong assertion), declarative questions, imperative questions, and shortened forms of questions. This classification analyzes teachers’ questioning from a more detailed perspective. The present study adopts this classification to analyze teachers’ questioning.