本文研究中国高级EFL学习者在跨文化学术场合的提问行为.作者希望发现,一旦学习者的外语语法能力达到高级水平,他们提问的方式是否接近本族人语用习惯还是带有自身文化的特点,这些特点又是什么。调查者收集了中国高级EFL学习者在以英语为母语的外国教授在中国某大学所做的讲座上提出的问题,属自然语料。之后调查者将问题按句法形式、问题开头的开场白句式、功能以及称呼语的使用进行分别归类,最后将分析结果与Rees-Miller对美国学生课堂提问行为的研究结果进行比较。调查发现,中国高级EFL学习者提问时所使用的句法形式和问题开头的开场白句式与美国学生有区别,他们的提问行为带有自身文化特点,其原因是其对本族人提问语用规范了解不够。 This paper studies the questioning behavior of Chinese EFL learners in cross-cultural academic situations.The author hopes to find out that once the learners’ foreign language grammar ability reaches a high level, they question whether they approach the pragmatic or native cultural characteristics of their own people, What are these characteristics? Investigators collected questions raised by senior Chinese EFL learners at a lecture given by a foreign-speaking English-speaking professor at a university in China, which is a natural corpus. Then the investigators categorized the questions by syntactic form, the opening sentence at the beginning of the question, their functions and the use of address forms. Finally, the results were compared with the results of Rees-Miller’s research on the questioning behavior of American students in the classroom. The survey found that the grammatical forms used by senior Chinese EFL learners and the opening remarks at the beginning of the question are different from those of American students. Their questioning behaviors have their own cultural characteristics because they do not know enough about the native language quizzes .