Study Of Teacher's Questioning Strategies In Primary Listening Class Of Teaching Chinese As A Foreign Language

Asking questions is one of the most popular strategies in the class which is also continually used in each part of listening class. Distribution of the questions, control of the questioning process and feedback to students'answer all a huge impact on the effect of class teaching. This paper concretely describes the use of teacher's questioning strategies in the primary listening class of teaching Chinese as a foreign language by means of viewing and recording real classes and investigating with questionnaires, and give some advice at the basis of the result combined with the comprehensible input theory and some correlative psychological theories with the hope that helpful to optimize teacher's questioning strategies.1.Teacher should choose appropriate way of distributing questions according to different situations and use them alternately but give priority to bringing forward question before asking students to answer. When asking question, teacher should draw the attention of the whole class and say the question twice continuously in the way that the first time slowly and the second time comparatively faster which may help students adapt to the normal speaking speed gradually. Besides, teacher could let one student ask another to develop students'ability of using language roundly.2.When listening to the material for the first several times, ask two or three general questions to help students understand the general idea. Let students listen to shorter materials rather than long ones when asking questions about details with the purpose of checking the students'understanding situation. Then lengthen the material to chack the memory situation when students come to be more be familiar with the material.3.When the student has difficulty in answering the question, give a hand and let him answer by himself. Give the frustrated student one more chance after transferring question to another student or answering the question by the teacher himself, which could encourage the student on one hand and check whether the student understand the question finally on the other hand.4.If the answer is wrong, clue on with interrogative negation to help the student find and correct the mistake by himself.5.Control the use of simple praise strategy and simple repeat strategy.If student's answer is so good that it exceeds his ability, praise him sincerely and concrete; if the answer is not so complete or standard, use more probe to induce him to make a more perfect one as possible as you can, or repeat it in a better way to give him a more ideal answer6.To flourish the atmosphere in the class, teachers may use properly the correlative estimate strategy and fellow estimate strategy.