CHONGQING JIAOTONG UNIVERSITY
Abstract: Focusing on two question types, display and referential questions, this study is conducted to explore recurring patterns of questioning behavior and their effects on EFL classroom interaction based on the data collected through non-participant observation of three college English classes in Chongqing University in China. The findings indicate that display questions are used by teachers more frequently than referential questions. Also, it is concluded that not all referential questions could create enough interaction. Further implications on teachers’ questioning skills are put forward according to the discussions of the results.
Key Words: teachers’ questioning patterns, display and referential questions, classroom interaction