Investigation And Analysis Of Classroom Questioning Of Chinese As A Foreign Language Teacher

Language is a teacher's professional tool, and teacher's classroom instruction words are directly affects the quality of the whole teaching activities. And in the second language teaching, classroom interaction is produced by asking questions, teachers often ask questions in class. Answer the questions are the most common way in language communicating. It is good for the training of student's communicative competence. So how to ask questions is one of the important aspects of teacher's classroom teaching skills.This paper uses the method of corpus makes an investigation and analysis on the part of teachers' classroom questioning of teaching Chinese as a foreign language, aims to understand the present situation of teachers' classroom questioning on the oral class and the comprehensive course, including the different level of experience of teaching between teachers in the number of classroom questioning?the types of questions?the distribution of the questions and the differences of teachers' feedback, etc. Through the statistics found that teachers has a clear understanding on the importance of classroom questioning, but there are still some problems and shortcomings in the actual teaching Chinese as a foreign language classroom, for instance, the teacher uses display questions more frequently than the referential ones; too much emphasis on students the answer itself is correct or not, and ignore to guide students to expressed integrally; when the teacher that lack of experience giving feedback, have problems on response rate deficiencies, the proportion of negative feedback is too large and single feedback language. Finally aimed at these problems and the insufficiency, the author puts forward some suggestions, in the hope to offer some certain helps for research Chinese as a foreign language classroom teaching, teacher training and Chinese learners.