摘要：Formative evaluation emphasizes the active participation of learners and is conducive to continuous observation, evaluation, monitoring and adjustment of the learning process. Through the classroom observations of four college English teachers and the analysis of the interview materials, it is found that there are differences in the types of questions and the types of answers. The article emphasizes effective questioning in the classroom that can promote students’ learning, and at the same time provides insights on how teachers can make better use of teacher questioning as a formative evaluation strategy.
关键词：Formative Evaluation;Teacher Questioning;College English Teaching
