《英语课堂语篇教学中的教师启动问答教学法研究——理论与实践》立足教师专业发展视角，聚焦英语课堂语篇教学中的教师启动问答教学法的理论与实践探索，系英语教师教育与英语教学法的专题研究。全书共分四个部分：第一部分就核心概念及其关系以及研究动因予以澄清；第二部分从考察维度和动态提问的策略体系进行了较为全面的介绍与框架重构；第三部分是一项基于实际案例的英语课堂语篇教学中的教师启动问答教学法实证研究。第四部分对教师专业能力、教学法与教师专业发展及其关系进行了探讨，并从年轻教师专业发展的视角来审视课堂问答教学法。本书由刘炜著。

《英语课堂语篇教学中的教师启动问答教学法研究——理论与实践》立足教师专业发展视角，聚焦英语课堂语篇教学中的教师启动问答教学法的理论与实践探索，系英语教师教育与英语教学法的专题研究。全书共分四个部分：

第一部分就核心概念及其关系以及研究动因予以澄清；第二部分从普通教育和语言教育的双重领域对语言教师课堂启动问答教学法所涉及的理论基础——问题与提问的界定、功能、使用类型与频率、静态问题的考察维度和动态提问的策略体系进行了较为全面的介绍与框架重构；第三部分是一项基于实际案例的英语课堂语篇教学中的教师启动问答教学法实证研究，该调查在作者构建的数据描写与分析框架中侧重从教师的角度对基于语篇的中学英语课堂年轻教师启动问答以及教学法使用中的问题和提问的各个维度进行了较为详细的行为描述与数据分析，最后对主要发现进行了深入的理论探讨。第四部分基于前述理论与实践研究，从对影响教师启动问答教学外部行为表现的内在因素——教师专业能力、教学法与教师专业发展及其关系进行了探讨，并从年轻教师专业发展的视角来审视课堂问答教学法。

《英语课堂语篇教学中的教师启动问答教学法研究——理论与实践》对于了解英语语篇教学中的问答教学法理论基础和研究现状、促进英语教师改善基于语篇的语言教学中的问答教学法实践具有重要的理论与现实的指导意义。因此，本书适用于关注语言教学理论与实践的英语教学法研究者、英语教研员、英语教师和拟从事英语教学工作的英语专业学生。本书由刘炜著。

Part Ⅰ Setting the Scene: Key Concepts & Their Relations--Why Teacher-initiated Text-based Questions & Questioning in EFL Classrooms?

Chapter 1 Texts as Representations of Language in Use

 1.1  Language in use: text or discourse?

1.1.1 Different terms, the same denotation

1.1.2 Different denotations & connotations

 1.2 Types & features of texts

1.2.1 Types of text/discourse

1.2.2 Features of text/discourse

Chapter 2 A Text-based Approach to Language Teaching

 2.1 A perspective of general education

2.1.1  Language-mediated interactive instruction

2.1.2 Textbook-based teaching & learning

2.1.3 Text-based teaching & learning

 2.2 A perspective of language pedagogy

2.2.1  Texts as basic units of language teaching

2.2.2 Arguments for text-based language teaching

2.2.3 Some aspects of text-based language teaching

2.2.4 Interpretative nature of text-based language teaching

Chapter 3 Questions & Questioning as Pedagogical Tools in Language Classrooms

 3.1 Focusing on teacher-initiated questions & questioning

3.1.1  Significance of teacher questions & questioning in schooling

3.1.2 Teacher-initiated questions & questions in language classrooms

 3.2 An overview of research into teacher questions & questioning

3.2.1  Studies in general education

3.2.2 Studies in language pedagogy

Chapter 4 Text-based Questions & Questioning as Learning Tasks in Language Teaching

 4.1  An overview of learning tasks in language teaching

4.1.1 The concept of task in general pedagogy

4.1.2  Understanding tasks in language pedagogy

 4.2 Tasks as pedagogical tools for text-based teaching

4.2.1 The background & rationale

4.2.2 Transition from text/task to task/text

 4.3 Questions as learning tasks for text-based teaching

4.3.1 The role of questions in text-based learning

4.3.2 Effects of questions on text-based learning

Part Ⅱ A Theoretical Exploration: Basic Guidelines for Teacher-initiated Text-based Questions & Questioning in EFL Classrooms

Chapter 5 Definition of Teacher-initiated Questions & Questioning

 5.1  Definition of teacher-initiated questions

5.1.1  Definitions of questions

5.1.2 Definitions of teacher questions

 5.2 Definition of teacher-initiated questioning

5.2.1  Definitions of questioning

5.2.2 Definitions of teacher questioning

  5.3 Summary

Chapter 6 Function of Teacher-initiated Questions & Questioning

 6.1  Functions perceived by teachers

 6.2 Functions proposed by experts

6.2.1 Promoting learner-centredness & learner talk

6.2.2 Promoting learner development in cognition & affect

 6.3 Summary

Chapter 7 Typology of Teacher-initiated Questions

 7.1  Criterion Ⅰ : grammatical forms

 7.2 Criterion Ⅱ : communicative value

7.2.1  Procedural & echoic questions

7.2.2 Display & referential questions

 ……