A Study On The Questioning Strategies Of American Primary Oral Teaching Teachers And Teaching Suggestions

With the development of China, Chinese are paid into attention gradually as one of world language. "The favor of Chinese" also spread to all of the world. In order to improve the subject of Teaching Chinese as Second Language better, linguists and educationists from China and other countries began doing research in the field of Teaching Chinese as Second Language. In the process of teaching Chinese, teacher is major participant and vital media between Chinese and foreign learners. Also in the Chinese teaching, words from teacher not only is tool of teaching, but also is important language input origin of learner. So analyzing teachers’ discoursal strategies on the class is important step of improving teachers’ teaching quality. Teachers’ discoursal strategies in Teaching Chinese as Second Language include 6 aspects. In those strategies, questioning strategies, which became hot topic in the field of research, is one of major strategies.Teaching Chinese in America began early as independent subject. The research about Teaching Chinese as Second Language also opened a new window. In recent years, American Chinese teaching have rapid development, and the teaching theory and teaching system are relatively perfect. In this trend, people who study Chinese in America increased every year. In this condition, it is a pressing question that how to improve the teaching quality and efficiency of Chinese in America. Researchers in America emphasize the importance of communication, so the major goal of language teaching in America is cultivating the ability of communication, which pushed the development of the teaching of spoken-Chinese.Combined with the two elements, Teachers’ discoursal strategies in American language teaching, especially questioning strategies, became new research field.In this article, the writer collected three teachers’record of teaching on class. The records were from element school, high school and university in New Jersey. The writer rewrote the records into materials. Then through analyzing the data in the materials, the writer introduced the reasons why data have the trend and some background of culture and education in America from 7 aspects:the number of questions on class, the types of questions on class, the way of assorting questions on class, the skills go questions on class, the time of waiting answer on class, the efficiency of questions on class and the feedback of questions on class. Then the writer offered some teaching suggestions according the results of analyzing.The write hope the article have some contributions to American language teaching and the research field of Teaching Chinese as Second Language in America.