Abstract
The application of questioning as a teaching tool has always been considered as a main part of the teaching process. Based on the viewpoint of several researchers, a survey was conducted on the application of different questioning strategies by Chinese and foreign EFL teachers in a middle school, in order to determine their effects on students’ language learning output and propose measures to optimize Chinese teachers’ questioning strategies for improving students’ learning efficiency. This research provides preliminary results based on the data collected from the video recordings of class sessions, a questionnaire, and an interview. According to the analysis, the questioning strategies differ between Chinese and foreign EFL teachers in many aspects, such as in information seeking, offering, modification, adjustment, feedback, and so forth.
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