A Research On Teacher Talk Of Classroom Questioning Of Teaching Chinese As A Second Language

Classroom questioning of teachers is a kind of teaching method that the teachers design a series of questions step by step to generate Q&A behavior between teachers and students according to teaching objective,teaching content and the students.And the main goal of Teaching Chinese as a Second Language is to develop the communicative competence of using Chinese for foreign students,it follows that questioning is a very important component in Teacher Talk in the class.Based on classroom questioning of Teaching Chinese as a Second Language for novice students and starting from characteristics of the subject,teaching content and the actual classroom activities,this essay analyses the types of the questions,the questions forms,the distribution of questions,questioning strategies,Wait Time,the teachers' feedback by using three naturalistic inquiries of class observation,questionnaires and interviews and comes to the following conclusions:(1)the teachers can organize class teaching and interact well with students through using some ushering questions and reference questions;(2)some teachers overcommit the mother tongue of students;(3)the purpose of questioning is not clear enough and its content is not good enough because of the lack of theoretical knowledge,elaborate preparations and after-school reflection;(4)the distribution of questions is unbalanced;(5)lack of Wait Time;(6)the teachers' feedback is simple,which is dominated by simple positive evaluation and repetition.The research gives some optimization strategies based on the survey findings and the current teaching situation:(1)combine the ushering questions and reference questions ingeniously;(2)prepare carefully in the questions forms,difficulty,the distribution of questions,etc.to improve effectiveness according to the learners' proficiency level,the training standard of communicative abilities and syllabus;(3)accumulate experience and master the questioning skills of repetition,paraphrase,asking persistent questions,transfer and encouragement;(4)lengthen Wait Time appropriately;(5)provide rich feedback to promote the interaction between teachers and students.