A Study On Questioning By Teachers Of Elementary Chinese Second Language Classes In Thailand

Teachers’ classroom questioning is a kind of teaching method that teachers set up a series of questions to ask according to teaching content,teaching purpose and teaching object,and it is an important part of classroom teaching.The main aim of Teaching Chinese as a Second Language is to develop the ability of using Chinese to communicate for foreign students.This teaching purpose determines that questioning and answering is the most effective way of communication and interaction between teachers and students.Therefore,questioning plays an important role in Chinese as a second language classroom teaching.At present,there are many researches on Chinese as a second language classroom questioning,but few researches on overseas Chinese second language classroom questioning.During I’ve been a volunteer of Chinese teachers in Thailand,I observed the classroom teaching of 8 local teachers and 8 volunteers of Chinese teachers in teaching schools,collected 100 minute classroom recordings of each teacher,transcribed and analyzed the recording materials,supplemented by interviews,and tried to summarize the characteristics of Thai Chinese second language classroom teachers’ questions through real classroom data,and tried to put forward some suggestions Some improvement strategies and suggestions.This thesis is divided into five part:The first part is introduction,mainly expounds the topic source,object of study,research methods,research purpose and significance,and provides an overview of related researches done by others.The second part is the design which explains the standard of object choosing,tells general information of the objects,defines the principle of data handling,and introduces the research process.The third part covers the comparative analysis of the question quantities and question strategies of Chinese and foreign teachersThe fourth part covers the comparative analysis of the question types and the way of question allocations of.Chinese and foreign teachers.The fifth part serves as summary and suggestions.It summarizes the results of this research,provides some suggestion,and discusses its shortcomings.The author hopes to provide some suggestions for improving Chinese as a second language of teachers’ classroom questioning in Thailand and some help for its research.