A Study On The Influence Of Questioning By Teachers In The Elementary Speaking Class Of TCSOL On The Output Of Spoken Language

Classroom questioning is one of the most common and important teaching methods in classroom teaching.In the class of TCSOL,classroom questioning plays a vital role in promoting students’ oral output,and reasonable classroom questioning can effectively promote students’ oral output.In the preliminary literature reading,it was found that there were more studies on the teacher’s questioning method,question type,and teacher’s answer in the classroom of the second language teaching,but the classroom questions on TCSOL were still insufficient,and there was little research on the impact of teachers’ questioning on the students’ oral output in different class links.Therefore,this article will conduct a special study on the impact of teachers’ questioning in different classroom aspects of TCSOL on students’ oral output.This paper selects the primary oral TCSOL class of Samsung Korea learners in Shaanxi as the research object,and records with the consent of three classroom teachers.The teaching time of each teacher is 200 mins,a total of 600 mins.Through classroom observation,empirical research is conducted on teachers’ classroom questioning using various methods such as comparative analysis,case analysis and quantitative analysis.The collected corpus is comprehensively analyzed from four aspects: question type,questioning strategy,waiting time and teacher’s answer.The study found that asking referential questions in the review of new words and text retelling links can better promote students’ oral output;the learning strategies of prompts and questions can promote students’ oral output;and when the waiting time for referential questions is between 4 and 6s,the students’ oral output length is the largest and the complexity is the highest;and the simple praise of students when teachers answer is the feedback that students want most.The research object selected in this paper is a real oral Chinese as a foreign language classroom,and the research results are true,reliable and convincing.In order to make the research more objective,this paper conducts questionnaires and interviews from the two-way perspective of teachers and students.According to the research and analysis of the results of the questionnaire interview and the observation results of the primary Chinese speaking class,the reference suggestions for the teachers of the primary Chinese speaking class are put forward from four aspects: question type,questioning strategy,waiting time and teacher’s answer.