本研究旨在探討一位台灣國中老師的課堂提問策略，此研究不僅研究教師提問的形式、功能還包含了教師使用問題策略的頻率。此外，本研究調查學生對於教師提問的觀感，藉此更加了解學生對於提問的形式的喜好程度，以提供教師作為參考來促進學生參與回答互動。
參與本研究的教師是一名任教於桃園市的某國立國中的英文老師和一個七年級的班級，蒐集研究資料時間約為三個月。資料蒐集以教室觀察為主，觀課前後的教師訪談、研究者的觀察紀錄、學生問卷為輔。上課時予以錄音錄影，以錄音檔資料將被轉譯，轉譯的資料分析包含教師問題的形式、功能、策略分類和頻率分布形況，另外，學生問卷將利用SPSS來分析其描述性統計。
研究結果顯示，最常用的教師問題形式是wh問題，最常用的教師問題功能是引起響應，最常用的教師提問策略是重複。此外，學生對教師提問的整體觀感是正向的，從學生的觀點來說，填空性問題是對他們學習英文上最有幫助的一種問題形式，然而，從教師的觀點來說，該老師認為WH問題才是對學生學習上最有用的。藉由有效的教師提問可以輔助學生學習。另外，研究顯示教師的信念和實際教學情況在提問的兩種形式上和一種功能上並未一致。根據這些發現，研究者提出了對英語教學的看法及未來研究的方向和建議，以利於教室互動和教師提問策略的了解。

This study investigates the use of questioning strategies of a junior high EFL teacher in Taiwan. This study does not only to investigate teacher questions in terms of form and function, but also explores the preferences and the frequency of teacher questioning strategies. Additionally, this study examines students’ perceptions in order to gain a better understanding of their preferences toward questioning posed by teachers in general.
The participants were one junior high school English teacher and one seventh grade class in Taoyuan city. Data were collected over a period of three months. The data sources included classroom observations, pre-and post-interview, field notes, and questionnaires related to students’ perceptions toward teacher questions. The audio-recorded data were transcribed. Then, the transcribed data were categorized by question form and function, and the frequency distribution of each type of question was calculated; also, the questioning strategies were examined, and ranked with frequency. Furthermore, SPSS was exploited to compute the descriptive statistics of student’s questionnaires.
The results revealed that the most frequently asked question form was wh-questions and the most commonly employed question function was to elicit response. The findings signified that the most frequently adopted questioning strategy was repetition. Moreover, the students’ overall perceptions toward teacher questions were positive. From the students’ perspectives, incomplete questions were considered the most useful question form for them to learn the target language, whereas the teacher regarded wh-question as the most effective. While asking questions, the teacher provided students with scaffolding. In addition, the study found some inconsistency between the teachers’ beliefs and classroom practices in terms of the two forms of questions and the function of question. Pedagogical implications on classroom interaction and questioning were also discussed.

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