A Study On The Strategies Of Teaching Chinese As A Foreign Language For Southeast Asian Students

Classroom questioning strategies consist of the various types of questions,namely, waiting time, question distribution and feedback&evaluation from teachersetc to achieve the teaching objectives. By recording and analyzing the teachingprocess of10teachers from sample universities in southwest China, this article comesto the conclusions as follows:1. Types of questions: In all classroom questions,closed questions are in the majority and account for67%, which is slightly easy forthe students of elementary Chinese from Southeast Asia.2. Question distribution:The corpus analysis shows that the means of the whole class answering, accountingfor62.72%, becomes the most common way to distributing questions in teachingChinese as a foreign language for elementary students from southeast Asia andshowes that the considering of the difference between students is not enough.3.Waiting time: Analysis by t test shows that3seconds becomes the threshold of therelationship between waiting time and correct rate. When closed questions are in themajority, which are somewhat easy and need no more than3seconds to answer, thecorrect rate is certainly high. These are inconsistent with Rowe’s research results in1986. When teachers give students more than3seconds, the questions are mostlyopen questions and are difficult to answer, consequently, the correct rate is low, whichis opposite to Rowe’s point that when students get more time, classroom questioningcan obtain better effects.4. Feedback&evaluation from teachers: The vast majorityof answers can get teacher’s positive feedbacks. When the students gave inaccurateanswers, teachers more likely guide students to achieve self-improvement, and ignoreothers’ answers. But on the whole, the comments from teachers is too little andteachers’ praise is too simple.5. This paper also puts forward correspondingsuggestions and provides a useful reference for the follow-up study.