Effect Of Teacher Questioning On Students' Classroom Oral Production:Illustrated By The Example Of Chinese Course For Intermediate Students In ELTE Confucius Institute

Teacher questioning plays a key role in promoting students' oral production and improving their language levels.However,it was found that quite a few teachers didn'tattach importance to teacher questioning.As for the studies on the effects of teacher questioning on students' oral production,there are few papers in Teaching English as a Foreign Language.But none could be found in Teaching Chinese as a Second Language.Based on the previous studies on teacher questioning,this paper uses the instruments of classroom recording,classroom observing and interviews,analyzes and studies 360 minutes' classroom records of two teachers that teach Chinese course in ELTE Confucius Institute.Besides,this research interviews the two teachers and four of their students to understand what they think of teacher questioning.This research aims at analyzing the effect of teacher questioning on students' oral production in Teaching Chinese as a Second Language.After discussing and analyzing,this paper finds that referential questions,diverting and probing strategies,wait time of more than 3 seconds and teacher feedbacks except directly correcting are beneficial to promoting the quantity and complexity of students' oral production.Therefore,this study suggests that teachers emphasize teacher questioning and advance the ability to ask questions in the classroom.Teachers should prepare different question types in the different stages of classroom teaching;use various questioning strategies according to the students' characteristics and teaching contents;enrich the way to give feedbacks when students answer correctly;offer students proper wait time.