The Study On The Effect Of Teachers’ Quesitoning In Teaching Chinese As A Second Language

Classroom instruction on student learning has a vital role especially in the foreignlanguage classroom teaching. During Chinese as a foreign language classroom,teachersusually ask questions to achieve the teaching objectives.Teachers’ Questioning is not only anessential part of Chinese as a Foreign Language classroom,but also the external an importantpart of the Chinese classroom. The ways of asking questions has important implications onthe effect of students’ enthusiasm in learning and participation in class.The fundamental purpose of asking questions in foreign language classroom is to allowstudents to grasp and familiar with a foreign language better. Therefore, this paper analysis ofthe effect of the foreign language classroom teacher questions to further understand the effectof classroom questioning on students’ learning.This paper first introduces the research resultsof the foreign teachers’ questions, and then analyze the findings of foreign language teachers’questions. To see from the results of domestic and foreign teachers’ questions, the teachers’results of the domestic Chinese as a foreign language teaching profession is very weak.Forthis phenomenon, an empirical study of Chinese as a Foreign Language classroom teacherquestions, but because of the limited conditions, we have only transcript six foreign languageteachers’ class teaching video,including an elementary Chinese course (Teacher A), oral classonce (Teacher B); Intermediate Chinese Lesson once (Teacher C), oral class once (Teacher D);senior Chinese Lesson once (Teacher E).oral lesson once (Teacher F).The author analyzed theusage of display and reference questions, teacher to student feedback, waiting time after theteachers’ questions, and teachers’ questioning strategies.The survey results show that theprimary stage of the foreign language classroom teaching, the teacher questions show largerthan the reference, while the senior stage, a reference scale of the problem is larger than thedisplay, oral class teacher ask more reference questions.In waiting time after the teachers’questions,teachers of the primary stage of a relatively short time, the senior stage, especiallythe advanced stage,time cost in waiting teachers to answer questions is longer than theprimary stage.The teachers used a lot of questioning strategies to help students to answerquestions. Meanwhile, the senior phase of teacher questions tend to allow individuals toanswer questions, but in the classroom question and answer session,some teachers seldomask students take the initiative to answer questions.To some extent, students seemed to besomewhat passive,which will also reduce the students’ enthusiasm and initiative to answerquestionsIn order to improve the results of this study, the authors distributed the questionnaire forteachers and students at the same time,and the findings were compared with the results ofclassroom video transcription.