Study Of Teachers' Questioning On The Novice Level Of Teaching Chinese As Foreign Language

The paper do a empirical study of teachers' questioning on the novice level of TCSL by methods such as the class teaching observation,class recording,questionaire and interview survey.Among them,"the analysis and discussion of classroom observation"combined with classroom recording is one of the main contents of this paper.Through the collection of corpus,data collation,questionnaire analysis and interview,the questions and problems raised by teachers of comprehensive courses in primary stage are obtained,and some teaching suggestions for teachers to use for reference.At present,there has been a certain amount of research on classroom questioning in the field of teaching Chinese as a foreign language in China.Based on the premise and foundation of the existing researches,this paper has made some improvements:First,the paper improve the aspects of classroom questioning and try to make a comprehensive empirical study based on the actual corpus.Second,the classification of each research aspects is refined to determine the classification standard suitable for the study of questions in the primary comprehensive classes.Third,it focuses on the classroom questions in a complete primary comprehensive class,and analyzes the questions in the three teaching links(introduction,explanation and practice of new words and grammar,and explanation and practice of text).Through a series of empirical studies,the following teaching suggestions are obtained,which are applicable to ask questions in the primary comprehensive course.First,appropriately increase the number of questions about the understanding of the text.Second,flexible use of a variety of question forms.Third,coordinate the proportion of indicative questions and referential questions.Forth,accourding to the question allocation method reasonable arrangement of waiting time.Fifth,to optimize the structure and proportion of positive feedback.Sixth,to give the importance of guide students to correct the wrong answers.Seventh,to give students some initiative to ask questions.