Research On Questioning Strategies In Online Classrooms Of Teaching Chinese To Speakers As A Second Language

The epidemic in 2020 has influenced the traditional offline teaching mode,and domestic and international Chinese courses have turned to online teaching.Teachers’ questions can not only check students’ learning,but also cultivate and train students’ language expression ability.Therefore,teachers’ questions are an academic topic worthy of research in both online and offline teaching.This research mainly used two methods of video observation and questionnaire survey to quantify the questioning frequency,types of questioning,methods of questioning,questioning waiting time feedback and questioning strategy of online teachers of the Chinese Department of Alazar University,Indonesia.The research results show that the frequency and types of questioning in the online course: the frequency of teachers’ questioning in the Chinese Department of Alazar University varies greatly among different types of courses.In the same type of courses,the frequency of teachers’ questioning decreases slightly with the improvement of students’ Chinese and the increased difficulty of learning.Regarding the types of questioning,teachers are more focused on asking questions for which the answers are known in advance.While teachers are less likely to ask questions for which the answers are unknown,and teachers do not know much about how to arrange different types of questions in different teaching procedures.In terms of questioning waiting time and questioning methods: The waiting time for teachers in the online course of the Chinese Department of Alazar University needs to be enlengthed.However,after the teacher asked questions,when the students’ Chinese proficiency improved and the learning became more difficult,and the teacher’s questioning frequency decreased,the teacher’s waiting time increased slightly.Group questioning and random questioning are the most commonly used questioning methods by teachers,but in actual teaching,teachers often use random questioning and group questioning throughout the entire teaching process,making the questioning method in a specific teaching.A teaching proficiency is relatively monotonous.As for the feedback and questioning strategies of questioning,teachers give more positive feedback than negative feedback,but the positive feedback is mostly short sentences and the content of the feedback is not specific.In addition,motivation and transfer are the most common questioning strategies adopted by teachers,but because teachers lack understanding of questioning strategies,the number of questioning strategies adopted in the classroom is limited.To this end,the author puts forward the following suggestions based on the research results and related theories.The first is the type and frequency of questioning.Teachers should understand the relevant questioning theoies,and design classroom questions in advance when preparing for courses,so as to improve the quality and quantity of questions.In addition,teachers also need to reasonably put in different types of questions in different aspects of the teaching.Secondly,in terms of waiting time and questioning methods,teachers should appropriately extend the waiting time and use questioning methods flexibly in different teaching.Thirdly,in terms of teachers’ questioning feedback and questioning strategies,teachers should give timely feedback to students’ answers,and when teachers give positive feedback,it is better to be specific and comprehensive.In different teaching situations,teachers should also choose different questioning strategies to improve students’ answering rate.It is hoped that these suggestions can provide some useful references for the questions of online teaching in Teaching Chinese to Speakers as a Second Language.