A Case Study On Teachers' Questioning In Short-term Chinese Program

Teachers' questioning has been traditionally viewed as the most common teaching method,and regarded as a crucial constituent in classroom context.Based on the idea that discover the problems from the practice and research the problems according to the theoretical,this thesis focuses on the teachers' questioning in drilling class in grade four of CIS program in 2014.According to the theories and concepts of teachers' questioning and second language acquisition,and based on the teaching plans and teaching videos.This thesis studies in six aspects by analyzing and summarizing the characteristics of teachers' questioning method in the CIS program,such as the categories of questioning,the patterns of questioning,the distribution of questions,the waiting time for the questioning,the teachers' feedback and the strategies of questioning.At last,this thesis discusses the effectiveness of teachers' questioning and gives some suggestions based on the results.In this thesis,we find that teachers 'questioning can not only cultivate the students to use the target language to communicate,but also the main means for the teacher to organize the whole class,therefore,we should pay high attention to the role of teachers' questioning;We should use display questions and referential questions in different contexts,so that we can play an active role in different types of questions;Teachers should establish the interrogative sentence as the most important question form,meanwhile,pay attention to other question forms as well;We should take a different question allocation based on different types of class and differentteaching purposes in daily teaching;Extend the waiting time after the teachers' questioning appropriately,in that way we can give students enough time to think deeply;Pay high attention on teachers' feedback,especially the protection role of positive feedback on the students' emotion;We encourage teachers to use different questioning techniques depending on the actual situation in the context of Teaching Chinese as a second Language.