【正文】Ⅰ. Introduction
　　In the practice of language teaching, language has served as the tool and actual content of teaching at the same time under the classroom setting a distinctive feature of a foreign language classroom is that language is involved in two different ways. First of all, the organization and control of the classroom take place through language; second, language is the actual subject matter that is being taught (Cook 2001). In other words, language is both the skill students are supposed to be learning in school and spontaneously the means by which teachers impart to their students the information. Teachers deliver lectures about a certain foreign language by target language or mother tongue or, in most cases, both. With the unprecedented advancement of science and technology, language teaching is greatly facilitated by the widespread application of multi-media now, but teachers’ own tongues still remain as the most flexible and popular means of teaching. The thesis consists of five parts; the first part is chapter 1 something about the entire thesis. The part two is about some of ideas the classroom language of teachers in Mao Kou middle school. I will get some opinions from the teachers, and then I will sum up summarize of it. In part three, I will collect some of the data from the recording; they are kinds of data come from the classroom teachings. Lastly, I will use the conversation analysis theory to analyse. The last part sums up the major findings of the research, points out its limitations and puts forward suggestions for further study.
　　Ⅱ. The importance of asking questions in classroom
　　This is even more surprising given that questions are easy to observe and record and are amenable to quantitative analysis. According to Richards and Lockhart (1996), questions can be viewed as important from a number of perspectives.
　　Firstly, in educational terms, questions serve a number of purposes, most notably 1) encourage students’ involvement in learning, 2) help weaker students participate, 3) help elicit particular structures and vocabulary, 4) stimulate thinking, and 5) enable teachers to check student understanding.
　　Questions are also important in that they represent a major source of a student’s linguistic input. Some researchers recorded a teacher asking 427 questions in a single 50-minute class. Presumably this is not typical of questioning patterns in all classrooms, but, undoubtedly, questions represent a key aspect of TT. With input being widely accepted as an essential prerequisite for language learning, it is no exaggeration to conclude that the nature of teacher’s questions has a direct impact on second language acquisition. Generally speaking, questions may have the following possible functions in the ELT classroom:
　　To encourage learners to talk constructively and on-task to signal an interest in hearing what learners feel and think. To stimulate interest and awaken curiosity
　　To deepen learners’ thinking level and increase their ability to conceptualize
　　Simply being exposed to language, though, is not enough. Students also need the opportunity to use it in meaningful interaction. This point is highlighted by Long and Sato (1983), who states that, access to comprehensible input and opportunities to use the target language for communicative purposes are probably the minimum requirements for successful classroom second language acquisition.
　　The seminal work by Long and Sato (1983) found that language teachers used the kind of questions whose answers were known by the teacher (which they called “display question”) much more than the kind of question whose answer was not 
　　known by the teacher (which they called “referential question”). One of the essential findings on the teacher question is that there are various kinds of questioning and also their effects to students’ learning are different. For instance, the use of question that demands students to take positions facilitates discussion that fosters their understanding of mathematical concepts. On the other hand, it is also noticeable that the use of closed question that requires students to answer factual information deprives students of the opportunities to engage in intellectual work. In this way, some kinds of questioning are found more effective than the other in facilitating students’ learning.
　　Ⅲ.The present middle school English classroom questioning the existing problems
　　(1)The problem is designed unreasonable 
　　Survey shows that some teachers questions too simple. Students answer is just “yes” or “no” or a single word. Such as “Do you like it”. These problems can stimulate the students' thinking and learning interests. Questions cannot receive effect. 
　　(2) Can't give students enough to think about time
　　Ask questions of the teacher give students, after thinking time is called the student replied, caused the student can't answer. This will affect students' learning. Weaken the students' self-confidence.
　　(3)Questions chance inequality
　　Some teachers always call a few people answer this question. In order to answer the correctness or active mood, some teachers always call a few learning good student answer, ignore other students, thus caused the polarization. 1. Avoid junk food many teachers only like to good student questioning, unwilling to poor students to question the grade, both worry could not answer effect on teaching schedule, and fear they don't want to his recent question-and-answer. According to investigation, all kinds of basic students have the desire, especially his recent question-and-answer based bad student, particularly sensitive to ask whether teachers, think the inquiry is teachers on teachers of performance, trust the existence of neglecting their questions have a lot of complaints, they urged alike. Prefer loss charm and ask art
　　Ⅳ. Analysis on teachers’ questions
　　4.1 Language classroom research theories
　　The discourse analysis tradition in language classroom research grew out of the contributions of various disciplines. It provided a foundation for research in applied linguistics and language pedagogy. Bellack et al is generally believed to be the one who carried out pioneering study in Language classroom research. The study offered a simple description of classroom discourse involving a four-part framework: 1) structure, 2) solicit, 3) respond, 4) react (All Wright and Bailey, 1991).
　　Mehan (1979) offered the three structural components of a pedagogic discourse: 1) an opening phase where the participants inform each other that they are in fact going to conduct a lesson as opposed to some other activities; 2) an instructional phase where information is exchanged between teacher and students; 3) a closing phase where participants are reminded of what went on in the core of a lesson. However, Mehan points out that not all language lessons follow the same structure in that way;
　　Language classes may consist entirely of an instructional phase. He observes four types of language use in EFL classroom discourse:
　　Pedagogic discourse is believed to be a product of mechanical and meaningful types of language use, whereas natural discourse is believed to result from real communication type of language use. Studies in the language classrooms have shown that the language used by the teacher affects the language produced by the learners, the interaction generated and hence the kind of learning that takes place. The reason why teachers’ language has been the focus of a number of studies of second language acquisition is that researchers need to establish the importance of the role that teacher talk plays in providing input for language learners in classroom. TT actually serves as main sources of input of language exposure in classroom learning.
　　Though there are diverse and often incompatible models, theories, and hypotheses of 
　　second language acquisition, everyone agrees that language cannot be learned without linguistic data, or input. In an EFL (English as a foreign language) situation, such linguistic input is mainly given by teacher since learners have only limited access to the target language outside of the classroom. Therefore, the role of teacher as input provider is relatively important compared to that in an ESL (English as a second language) situation.
　　4.2 The interview with Ms. Hu and Mr.Sky
　　The interviews come from Ms. Hu and Mr. Sky








































　　4.3 Analysis on two teachers’ questions
　　In the tape, we can hear the conversation from the teacher and the students. Something we can understand clearly when the teacher show kinds of innovation about the contents. The teacher gives the questions and maybe we can’t know the accuracy meaning the teacher would analyze for us again. But we should know our teacher must be known the students can’t understand what he or she said. A fundamental position in CA is that speakers follow what typically occurs in particular interactions. When Miss Hu talk about some questions we can't get it, she must be 
　　explained again and used Chinese for us, some of the phrase, for example, “right” “do you understand” “we'd go” sometimes repeat the right answer slowly. The students answer the questions right, Miss Hu will be encourage us and give the word “Yes”. Usually Miss Hu would try her best to teaching us some new and interesting words, phrase. She often used the simple words, phrases and sentences. Sometimes she would stop his teaching and pay attention to us. She seems want know something from us. Actually she just stops a few minutes and want to know how much we have underhanded. Ordinary conversation is the most basic form of talk and main way in which people come together, exchange information, and maintain social relations. The students and teacher sometimes exchange their ideas using eyes or silent. Next, I will list the questions that what Miss Hu said in lexicology. （Ask T）Sinclair and Coulthard call this unit an exchange. This particular exchange consists of a question, an answer and a comment, and so it is a three-part exchange. 
　　Anyone who has ever had the experience of staying in the classroom will quickly find that teacher uses numerous questions to help students learn or acquire certain skill or language knowledge. H. Douglas Brown (1994:164) puts it “The most important key to creating an interactive language classroom is the initiation of interaction by the teacher.” One of the best ways to develop the role as an initiator and sustainer of interaction is to develop a repertoire of questioning strategies. Long (1983) notices that there is a considerable history of studying questions in general education, but surprisingly the first study in ESL/EFL was much more recent. 
　　1) 
　　1) What we have learned last class? (29s)
　　2) Right? (49s)
　　3) How can we get the word meaning? (1m3s)
　　4) What is it?(1m9s)
　　5) What’s the reference? (1m13s)
　　6) What meaning can express context? (2m17s)
　　7) What’s difference between context and fact? (2m34s)
　　8) What’s context? (2m17s)
　　9) Can you give me example? (2m40s)
　　10) What’s the Chinese meaning? (6m51s)
　　11) What are they? (13m57s)
　　12) What else? (14m11s)
　　13) What’s meaning PK? (17m37s)
　　14) Which meaning we use often? (21m44s)
　　15) Understand? (22m36s)
　　16) How can we get the words meaning from the primary meaning？(23m9s)
　　17) Can you read this paragraph? (24m6s)
　　18) Do you know the primary meaning? (29m6s)
　　Second, this is Mr. Sky’s asking question in the Business English.
　　1) 
　　1) How are you today? (1m32s)
　　2) Ann is here? (2m10s)
　　3) Are you here? (3m55s)
　　4) What do you do to modify? (12m22s )
　　5) Is it helpful? (14m24s)
　　6) It’s dangerous everyone? (14m45s)
　　7) Isn’t helpful? (15m31s)
　　Ⅴ. Conclusion
　　5.1 Major findings
　　From the questions that the teacher asked it is important that teachers recognize the fundamental role their questions play in structuring the learning process. By asking questions, teachers take the advantage of information gap, helping students assimilate new knowledge. Teachers then need to be aware of the type of questions they ask in their lessons, always bear in mind that each question produces different impact on students. A balance of display question and referential questions used in class is badly needed in the university classroom. If too much class time is spent on display questions—students can easily grow weary of artificial contexts that don’t involve genuine exchange of information. Teachers who constantly use display questions confiscate their students’ chance to use language meaningfully; that will have a considerable influence on their learning. It also deprives students’ chances to have real-world-like communication with teacher or classmates.
　　What the questions the two teachers asked are serious in the classroom, especially in middle school classroom or another. We need the lively conversation in the classroom. So this isn’t enough. Question design is not reasonable, Can't give students enough time to think about, the chance of asking questions is inequality.
　　5.2 Suggestions for further study
　　5.2.1 Design effective and reasonable questions
　　Teachers should consider asking what kind of problem, students produce what kind of effect. The teacher raises questions to can stimulate the students' thinking and respond, enlighten the student thought. It can cause students to article interest.
　　5.2.2 Give students more time to think
　　Teachers should give students questions after a time to think, it is called waiting time. Rowe found only commonly, teachers to give students a second time to ponder question will call students answered. But to give students answered time also only a second. If students can't answer teachers want answers, teachers will call another student to answer. To learn a second foreign language for a fact of students, waiting time is very important. Students need time to understand in a second language problems and organization answer. Normally, ask questions should provide the students leave 3-5 seconds organization answer time. Time not too short, but most don't more than 20 seconds.
　　5.2.3 Give all students equal opportunities evenly distributed questions object
　　Research shows that teachers always tend to let fixed student to answer questions. While the good students than learning bad student get chance to ask more questions. Teachers should give all the students to equal opportunities, asking for the whole classroom object should all the students. The problem with teachers' and students' level of difficulty level prior heart bottom, let it with students of difficulty of the questions is proportional to the language ability strong or weak, which will enhance the students' self-confidence, arouse their learning passion.
　　References：
　　1. Brown. H. Douglas. Teaching by Principles: An Interactive Approach to Language Pedagogy Beijing: Foreign Language Teaching and Research Press, 2006.??
　　2. Hugh Mehan.《The Changing but Under realized Roles of State Education Agencies in School Reform》.  cnki,   2005      
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　　4. 胡青球、埃德·尼可森、陈纬.大学英语课堂提问模式调查分析[J].外语界,2008(6):22-37
　　5. 刘润清 文旭.《新编语言学教程》北京：外语教学与研究出版社， 2006                                               
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