A Study On Teachers' Questioning In Teaching Chinese As A Second Language

As an indispensable part of classroom teaching, teachers' questioning is the basic means to challenge students think, and to help students to realize their desired goals and take part in the classroom activity.This thesis combines theory with practice by observing seven teaching videos of good Chinese language teachers, including three comprehensive classes and four oral classes. The paper analyzes the transcription from the below parts: 1) display and referential questions; 2) the waiting-time for the questions; 3) distribution of teachers' questions; 4) the student' participation to classroom activities; 5) the teachers' feedback; 6) teacher's questioning strategies. The results are that the display questions is more than the referential questions while the waiting-time is short, that teachers are likely to ask one student to answer the questions and always give positive feedback when students answer a question, and that teachers will use all kinds of questions strategies when students can't answer the question, But in the classroom teachers do not often train students asking the questions, so that students are apparently somewhat passive. In order to confirm the result, the paper sents some questionnaire to students and teachers. At last, the paper gives some teaching suggestions based on the results above.