本研究旨在探討一位國中英語教師對於課室互動及提問策略的信念與教學實務。資料搜集與分析採質性之資料收集及分析法，以期對於該英語教師之信念及教學能有整體的瞭解。參與本研究教師及學生為台中市一所中型公立國中的一位英文教師及一個七年級班級，期間自九十八年八月至十二月初。資料蒐集方式以訪談、課室觀察及回憶式訪談的逐字稿為主。 以課室互動的七個面向來探討及呈現此位國中英語教師對於課室互動及提問策略的信念與教學實務。研究結果指出該受訪英語教師的教學信念與實務在課室互動的重要性、語言的使用、提問的目的、提問的類型與提問策略等五個面向呈紫現一致性，唯活動類型、溝通式語言的使用面向不一致。研究結果發現該受訪英語教師教學實務深受其教學信念影響，而造成老師信念及實際上課些微差異的因素包括教科書、時間緊迫、大班級的呈現方式、學生的語言能力不足及班級裡頭學生語言能力個別差異大。研究者根據這些發現，提出了對英語教學的看法及未來研究方向的建議，以期對於課室互動及提問策略有整體的瞭解。 / The study attempts to better understand what beliefs a junior high school English teacher had with regard to classroom interaction and questioning, and how these beliefs were reflected in her actual practices. To achieve the purpose, qualitative methods were adopted to capture a holistic understanding of the teacher’s beliefs and practices. The participants included one junior high school English teacher and one seventh grade class in a medium-sized school in Taichung city. Data were collected from August of 2008 to December of 2008. Data from semi-structured interviews, classroom observations, stimulated recall interview, and field notes were analyzed to see the teacher’s beliefs and teaching practices about classroom interaction and questioning. Seven elements derived from classroom interaction and questioning were used to display the teacher’s beliefs and practices. The results of this study revealed the consistency of the participating teacher’s beliefs and practices in five areas: the significance of classroom interaction, choice of language, the purpose of questioning, teachers’ questioning types and teachers’ questioning strategies. The inconsistency between the teacher’s beliefs and practices was found on the elements of activity types and communicative language use. The results of the consistency between the teacher’s beliefs and practices showed that the teacher’s beliefs greatly influenced the way how she carried out instructional classroom practices. The results of inconsistency, on the other hand, suggesting a mismatch between the teacher’s beliefs and practices, were associated with the following factors, i.e., textbooks, time constraints, large class, students’ limited and diverse proficiency in English. Based on the findings, pedagogical implications and suggestions for future research were recommended. It is hoped to provide insights into the dynamics of classroom interaction and questioning.