3 the language instruction. In other words, using their common sense and experience,
good teachers get the balance right Harmer, 2000. Eventually, Richards and Lockhart 1994 assert that questions, in educational
terms serve a number of purposes, most notably a encourage student involvement in learning, b help weaker students participate, c help elicit particular structures and
vocabulary, d stimulate thinking, and e enable teachers to check student understanding.
1.2 The problem
Classroom is the prime place for foreign language learners in which they are frequently exposed to the target language. The kind of language by the teacher for
instruction in the classroom is known as teacher talk TT. It, as a matter of fact, is a special communicative activity whose goal is to communicate with students and
develop students’ foreign language proficiency Ellis, 1985. It involves such aspects as the amount of teacher talk, teachers questioning; teachers’ assessment, etc.
The problem which is going to be investigated here is teachers’ questioning. It deserves to be considered as asking question is one of numerously common ways
where L2 teachers interact with learners Holland Shorthall, 1997. In addition, questioning is one of the most typical techniques used by teacher Richards and
Lockhart, 1994. Even, in most classroom discourse studies, questions frequently derive from the teachers in teacher-fronted nature Boyd Rubin, 2002. No wonder,
in some classrooms question-and-answer exchanges take up half of class time
4 Richards and Lockhart, 1994.Therefore, exploring it as one of common ways in
which L2 teachers engage in interaction with learners is expected to show useful findings. Later, they will contribute the deeper insights about the ways the practices
of teachers’ questioning in the real fields and student learning. The present study concerns teacher talk, particularly teachers’ questioning in
practice. It investigates question types that the teacher employs in the classroom. Also, it searches for modification techniques that the teacher uses as students
experience communication breakdowns. Furthermore, it finds out the effects of comprehended questions on students’ oral production. Finally, it seeks out teacher’s
reasons for using a particular question type the most frequently.
1.3 Statements of the problems
