The Application Of The Questioning Approach In Teaching Chinese As A Second Language For Thai Primary School Students

In recent years, there is an increasing number of TCSL teachers going abroad to promote the learning of Chinese language and culture. However, a number of TCSL teachers are experiencing certain issues regarding language barriers and teaching approaches during their teaching processes. This study aims to explore the applications of the Questioning Approach by adopting related theoretical frameworks in combination with some practical experience. The results of this research may help TCSL teachers adopt the Questioning Approach in a strategic way during their teaching processes.This research is discusses the concept of questioning method the type and the use of method. Reasons for the focuses of this study and its research purposes are mentioned in the introduction section. Origins, concepts, and applications in traditional Chinese-teaching classes regarding Questioning Approach are also discussed in this section. And then shows what I discovered when I worked as a TCSL volunteer, mainly focusing on teaching environment, Chinese learning outcomes and learners' abilities. The next part is about different categories of the Questioning Approach and their respective concepts. How are different methods applied in various classes is also mentioned in this section. In order to offer a typical case about using the Questioning Approach, Then supplies a case study about how I adopted the Questioning Approach when I was teaching Chinese. In last part, this case study is analyzed in details.This article is very different with the previous studies.Because the previous studies tell us that we must use questioning method and questioning techniques, but this paper focus on questioning method of classification research and how to use this method in primary school of Thailand. With regards to the usage of the Questioning Approach, accomplishments are highlighted and lessons are learned, which may also provide suggestions to other TCSL teachers. The outcomes of this research may contribute to the spread of strategic teaching approaches and help TCSL teachers in their teaching processes.