Abstract
This paper focuses on teachers’ use of questioning with regard to the enhancement of students’ learning opportunities in Second Language Acquisition (SLA). The source of analysis comes from a classroom in China adopting curriculum of English as a Second Language (ESL), and the research is mainly based on the SETT (Self-Evaluation of Teacher Talk) framework. Through a case study on extracts taken from the classroom with different learning modes and contexts, understanding can be deepened about how varied questions are used to facilitate learning opportunities and improve learning outcomes by achieving certain pedagogical goals and activating different interactional features in the classroom, promoting second language acquisition more effectively. In short, this investigation aims at viewing questioning in an L2 (second-language) classroom with theoretical support in order to provide a reference for more studies on educational practice and second language learning.
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