Secondly, as for the specific condi

Secondly, as for the specific conditions of the four kinds of strategies' application,it can be listed as follows. In terms of planning strategies, most of teachers canprepare well for questioning. However, some of teachers only pay attention to theselection of the questioning contents in advance, while concern less about the purposeof questioning. Therefore, teachers need to adjust their questioning languageaccording to students' English level in advance. While designing questions, teachersusually choose the language that students are familiar with and they tend to askdisplay questions about the reading text. In terms of controlling strategies, Englishteachers can control the classroom questioning well in reading class. They can askquestions step by step and provide guidance for students. There also exist someproblems, for instance, the short waiting-time after questioning, the monotonous wayof questioning, and the uneven distribution of questions. Most of teachers only choosevolunteer students to answer, which will easily lead to the ignorance of thoseintroverted and shy students. While giving evaluation, most of the teachers not onlyfocus on the feedback to students immediately, but also attach great importance toencourage students to correct by themselves in practical teaching activities. However,the evaluation words are too general and single. Shortcomings that have beenmentioned above, in some extent, will lead to less students' output of language andclassroom participation. These problems essentially arise from teachers' lack ofawareness of questioning strategies, and some of teachers do not have the ability tooptimize classroom questioning by using pertinent questioning strategies.