A Contrastive Study on Teacher Questioning Between New and Experienced Teachers in College English Class

In the study, the author has made class observations in 3 new and 3 experienced teachers' college English class. The da-ta shows the two groups are different in the number and types of questions posed, the use of questioning strategy, question distribu-tion, waiting time and the way they give feedback. These differences may reflect some problems facing new teachers in the first sev-eral years of teaching. Therefore, the author hopes this study could offer new teachers some implications and suggestions for theircareer development.