Pragmatic Analysis Of Teachers' Questioning In TCFL

With the growth of China's economy, there has seen more and more people coming to China to learn Chinese from all over the world. How to guarantee the teaching quality in the school and therefore to sustain the growth of student number is the responsibility of every teacher. The improvement of the Chinese teaching to foreigners, which shall be maintained at a high level, depends on the teachers' awareness of their teaching behaviors. For this end, it is herein explored one aspect of the teaching behaviors, questioning.Under the direction of the popular communicative teaching method, the principle of "focused explanation and adequate practicing" is being implemented in CFL (Chinese as a foreign language) class; and particularly the oral class, where opportunities as many as possible shall be created for students to practice speaking Chinese. Teachers' questioning plays a significant role in inducing students to speak and arousing their interest in speaking. The research is therefore focused on the constitutive rules embedded in teachers' questioning and strategies implied in its implementation.Targeted at the use of teachers' questioning, the discussion and analysis is performed on basis of the Theory of Speech Acts and via corpus. The article is centered on the constitutive rules and regulative rules involved in teachers' questioning. The research situation and literature overiew are introduced in the first two chapters. The constitutive rules of teachers' questioning are analyzed in Chapter Three. The regulative rules thereof are analyzed in Chapter Four through Six, i.e., how to explicitly indicate questioning behavior, how to repeat questioning and how to orient the questioning. Chapter Seven is the conclusion of the whole article.The article is designed to offer some inspiration to the research on the theory of speech acts and TCFL (teaching Chinese as a foreign language) through the pragmatic analysis of teachers' questioning.