Study On The International Chinese Teachers’ Questioning Strategies Of Intermediate Listening Class

Any class can’t do without teachers’ questions.Classroom question is one of the important means of triggering interaction in second language teaching.It plays an important role in stimulating and maintaining students’ interest in learning,inspiring students’ thinking,and mobilizing students to participate in classroom activities.In addition,it is also an important medium for promoting mutual understanding between teachers and students and enhancing the relationship between teachers and students.In the language classroom study,teachers’ questions have received widespread attention.Teachers should master certain strategies when conducting classroom questions.Otherwise,there will be some drawbacks.For example,the phenomenon of "full house questioning" still exists.When teachers ask questions in class,there is no exact question object,because they are only general questions;the students answer the questions together without motivation.Sometimes teachers can’t ask question according to the students or the time appropriately,which will lead to some embarrassing situations and so on.After the teacher plays the recording to the students in the Foreign Language Listening Class,the most important means to detect whether the students understand the recorded content is that the listening teacher asks questions about the recorded content.This paper selects all the listening teachers in the intermediate listening class of the College of International Education as the research object.With the analysison the recording of class which is more than 17,000words and through classroom observation,comparative analysis,questionnaires and in-depth interviews,the author did a research from the number of questions,the type of questions,the allocation of questions,the feedback of questions,and the classroom questioning strategies.A comprehensive analysis of the different aspects of the situation led to the following conclusions:1.In the intermediate Chinese listening class,the main questioning strategies used by teachers include assignment strategy,timing strategy,questioning strategy,questioning strategy and feedback strategy.The most frequently used questioning method for teachers is to first say that the problem does not specify the strategy for students to answer.2.Novice teachers and skilled teachers show a big difference in the number of questions in the classroom and the validity of classroom questions:compared with the skilled teachers,the number of questions asked by the novice teachers and the proportion of effective classroom problems are generally lower than skilled teachers.However,in the way of questioning in the classroom,both novice teachers and skilled teachers are more inclined to use display problems.In addition,the author also learned that in addition to the characteristics of students,the factors affecting teachers’ design of classroom problems mainly include the characteristics of listening text content,the order of text content and the setting of after-school exercises.3.In 557 effective classroom questions,the number of students who can correctly answer teacher questions is up to 506 times,the number of students who can’t answer teacher questions is 33,and the number of students who answer incorrect teacher questions is only 18 times.This shows that in the intermediate class listening class,whether it is a novice teacher or a skilled teacher,it is less difficult to teach the classroom questions.4.In the use of feedback strategies,the author found that when students responded incorrectly,six listening teachers were more inclined to use indirect negative feedback strategies.Compared with the hands-on teaching,the three novice teachers did not use corrective strategies in the face of students’ incorrect answers.When feedback is given to students correctly answering questions,the novice teacher’s feedback rate to the problem is lower than that of the skilled teacher,and the novice teacher hardly uses the review strategy,using only simple verbal praise or repeated feedback strategies.In the use of questioning strategies and questioning strategies,the six listening teachers showed the tendency of students to use these two strategies when answering questions correctly.In addition,the frequency of use of this strategy by novice teachers is significantly lower than that of experienced teachers.In addition,when the novice teacher pursues the question,the number of questions asked is significantly less than that of the skilled teacher.5.Compared with the skilled teachers,the novice teachers are more inclined to use the post-listening strategy,but this strategy does not play a positive role in the students’initial perception of the text.The familiar teacher will tell the student the problem that is designed in advance before the first recording,or ask the student to complete a certain after-school exercise in the process of listening to the recording.This method can make the student listen to the text with questions.So quickly grab the focus of the article and perceive the article.Finally,the author combines the above research conclusions,from the pre-question,asking question,and the post-question three levels to face the listening teachers to put forward relevant teaching suggestions,in order to be able to help them in the classroom questions,thereby improving classroom efficiency and improve The Chinese level of the students.