Cullen（1998）详细分析了坦桑尼亚高中英语教室中IRF的交流结

Cullen (1998) analyzed in detail the communication structure of IRF in Tanzanian high school English classrooms. Pate and Bremer (1967) designed a questionnaire for 190 elementary school teachers (grades 1-6) to find out the most important purpose of asking questions in English reading classes. Facts have proved that 86% of teachers believe that the purpose of asking questions is to check students' learning ability, 54% of teachers think that the purpose of asking questions is "diagnosis", and 47% of teachers think that the purpose of asking questions is to check, when students recall specific When it comes to facts, only 10% of teachers believe that the purpose of asking questions is to require students to summarize and infer facts. Obviously, the main purpose of asking questions is not to stimulate students' high-level thinking. Most teachers simply view the questions in the reading lesson as a check on the results of the research. In addition, the most important function is that effective questioning can promote students' understanding of the text by stimulating their rational thinking.

Cullen (1998) analyzed in detail the communication structure of IRF in English classrooms in Tanzania's high schools. Pate and Bremer (1967) designed a questionnaire for 190 primary school teachers (grades 1-6) to find out the most important purpose of asking questions in English reading classes. It turns out that 86% of teachers believe that the purpose of asking questions is to check students' learning ability, 54% believe that the purpose of asking questions is to "diagnose", while 47% believe that the purpose of asking questions is to check, and when students recall certain facts, only 10% of teachers believe that the purpose of asking questions is to ask students to summarize and infer the facts. Obviously, the main purpose of asking questions is not to stimulate students' high-level thinking. Most teachers simply see the questions in the reading class as a check on the results of the study. In addition, the most important function is to ask questions effectively to promote students' understanding of text by stimulating rational thinking.

Cullen (1998) analyzed the communication structure of IRF in Tanzanian high school English classroom in detail. Pate and Bremer (1967) designed a questionnaire for 190 primary school teachers (Grades 1-6) to find out the most important purpose of questioning in English reading class. It turns out that 86% of teachers think that the purpose of asking questions is to check students' learning ability, 54% of teachers think that the purpose of asking questions is "diagnosis", and 47% of teachers think that the purpose of asking questions is to check. When students recall specific events in real time, only 10% of teachers think that the purpose of asking questions is to ask students to summarize and infer facts. Obviously, the main purpose of questioning is not to stimulate students' high-level thinking. Most teachers only regard the questions in reading class as the examination of the research results. In addition, the most important function is that effective questioning can stimulate students' rational thinking to promote their understanding of the text.<br>