The purpose of this thesis is to get a picture about the current situation  of teacher questioning in junior middle school English classroom teaching, explore how to better question students in English class and put forward some suggestions about effective questioning. The thesis investigates and analyses the effective questioning in English from the following aspects:

    a) What is the current state of classroom questioning in the middle school English class?

    b) What affect the effectiveness of English teachers’ questioning in the middle school?

    It is hoped that this investigation may shed light on both teachers and students in English as Foreign Language class.