The Analysis On Listening And Speaking Classroom Questioning Of TCFL New Teachers

Classroom questioning is an teaching art,and the teacher's question is important in the second language teaching class.Effective classroom questioning will not only promote students' thinking,but also create opportunities for students to communicate in Chinese.Classroom questioning is a skill that a new teacher must master.How to motivate students' thinking by asking questions to provide more opportunities for students to express themselves in class,and make classroom atmosphere more active,that is what a new teacher should think and learn.Therefore,we should study the classroom questioning of new teachers,find the new teachers' shortcomings of classroom questioning,make new teachers correct it in time,help them grow as quickly as possible.This paper is based on the research results of classroom questioning,we try to further explore the effective methods of classroom questioning from all aspects.The internship Chinese teachers of Jembatan Budaya National Plus School were taken as the research object in this paper.The author entered the classroom of new teachers to observe and record,writed down the words of teachers and students in recording,then modified them.The author surveyed the students who are taught by new teachers,to reflect the shortcomings of new teachers from an objective perspective.We mainly discuss the number of classroom questioning,the type of classroom questioning,the use of classroom questioning strategies,the feedback of classroom questioning,the distribution of classroom questioning about new teachers.Through the study of new teachers' classroom questioning,the auther found that,new teachers have fewer classroom questioning consciousness,they rarely ask questions in class,it is difficult for them to maintain good interaction with students.They use more display questions and echoic questions,to a certain degree,it limits the ability of students to think independently and express themselves.They use more prompting strategy,that is positive.They less use redirecting strategy and probing strategy,they usually reuse one strategy,that is no specific analysis,and they can't use multiple strategies flexibly.The distribution of questions lacks flexibility,they would like to ask students to answer questions collectively and answer questions voluntarily,but less ask questions by calling name.In principle,students are given an equal opportunity to answer questions.,but actually there are always those active students,it virtually reduces the speaking chance of majority students.The feedback rate of the problem needs to be improved.,the feedback words are single,and the way of feedback is also inappropriate.So,we think new students should ask more questions and have more interaction,use multiple strategies flexibly,improve the feedback rate and enrich the feedback words,increase the chance to assign students to answer questions,use more referential questions,enrich the content of classroom questioning,slow down the speed of speech,pay attention to use words,improve the quality of the classrom questioning,increase the training of new teachers,systematic train new teachers' ability of asking questions.