A Research On Questioning Strategies In Intermediate Chinese Oral Classes For Overseas Students From The Perspective Of Turn-Taking

Oral Chinese as a foreign language classroom is an important place for teachers to cultivate students' communicative competence.In the intermediate oral classroom conversation process,students should actively carry out turn-taking,increase the length of the turn and frequency of conversion to improve speaking and communication skills.Therefore,in the oral class,teachers should create more opportunities for students to realize turn-taking through classroom questions,so that more students can participate in the turn.In order to meet this demand,this paper from the perspective of turn-taking,hopes that teachers can adopt effective classroom questioning strategies,smoothly realize turn-taking,and provide more opportunities for students to participate in classroom activities,so as to effectively improve students' oral communication level.This paper studies this issue and is divided into six parts:The first part is introduction.This paper introduces the research background and significance,research ideas and methods of this paper,as well as the research summary related to this paper.The second part is the theoretical basis.This part mainly introduces the theory of conversation analysis and the theory of turn-taking.The theory of conversational analysis introduces the establishment of this theory and the research methods of this school.The turn-taking theory introduces the definition of the turn and the definition of turn-taking.This part of the theory lays the foundation for the later research.The third part is the application of turn-taking theory to the applicability of intermediate-level oral class questions.Firstly,it introduces the characteristics of intermediate oral classes and the present situation and main problems of classroom questions,and then analyzes the applicability of the turn-taking theory applied to the classroom questions.The fourth part is classroom observation and analysis.This part mainly uses the method of classroom observation to analyze the turn-taking strategies used by teachers and students in the classroom,and draws some conclusions.The fifth part is teaching suggestions.This part puts forward some suggestions for the oral teachers from the design of the teacher's question,the specific operation of the teacher's question,and the positive response to the students.It is hoped that the teacher's teaching skills will also help to improve the students' oral English.The sixth part is Conclusion.This part mainly summarizes the research content of this paper,briefly expounds the innovation points of this paper and the shortcomings in the paper,and hopes to guide the future research.