Teachers’ questioning, an instructional practice, is playing a predominant role in actual teaching process. Much research has expounded that teachers’ questioning patterns are crucial to the impact they have on scaffolding second language acquisition. Teachers’ questioning serves as a discourse tool and functions as a symbolic linguistic tool to achieve certain instructional goals in contemporary EFL classrooms. Teachers’ questioning from the perspective of construction theory is still a new field. The need for a fine-grained analysis of teacher question as scaffolding assistance is felt. This research shed light on the teachers’ questioning as a scaffolding strategy through conversation analytic study and attempts to focus on students’ critical thinking and higher order thinking skills by boosting teacher questioning strategies.

Wenshu Zheng, Chenglin Wang, Teachers’ Questioning to Scaffold Students’ Critical Thinking. Academic Journal of Humanities & Social Sciences (2019) Vol. 2, Issue 2: 107-110. https://doi.org/10.25236/AJHSS.040049.

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