A Study On The Classroom Questioning In Online Class Of Teaching Chinese As A Second Language

The ability to ask questions in class is an essential skill of teachers in the second language teaching class,and also the core of initiating and sustaining interaction in class.Effective questioning in class is conducive to improving students’ learning effect.The innovation of this study lies in a more comprehensive observation and analysis of the comprehensive and oral courses at the elementary,intermediate and advanced language levels.This study analyzes the distribution of classroom questioning types,the use of questioning strategies and the correlation of questioning with different cognitive complexity from different language levels,course types and teaching stages.Therefore,this study enriches the perspective and data of the research on classroom questioning types,and provides some references for the subsequent research on classroom questioning from the perspective of language difficulty and cognitive complexity.In this paper,the International students’ class of Institute for International Student of Nanjing University was selected for observation.The classes are oral and integrated,including elementary,intermediate and advanced language level classes.The author observed 12 classes with a total of 71 class hours and a total teaching time of 3550 minutes.The research shows that the majority of questions are epistemic questions,and the number of display questions is far more than the number of referential questions.In the complexity level of classroom questioning,most of the questions are superficial questions.Generally speaking,teachers do not pay enough attention to the deep thinking questions in classroom questioning.Specifically,the type of course,language level and teaching links will have an impact on the distribution of epistemic questions and complex questions of different thinking.In addition,referential questions and deep thinking questions play a positive role in promoting learners to increase their discourse output.The language level of students is positively correlated with the average number of words answered by the questions with different thinking complexity,and the waiting time after the questions also has a significant impact on the answers of the deep thinking questions.Teachers are familiar with the use of various questioning strategies.The most commonly used strategies are the three categories of probing,redirecting and prompting.Among them,probing strategy has the highest frequency of use.The use of questioning strategy is related to the type and difficulty of questioning.The commonly used ways for teachers to assign classroom questions are called by the teacher,students’ initiative to answer and students’ collective answer.The situation of teachers asking and answering themselves,and no one answering is relatively rare.To a certain extent,the proportion of the allocation of questions can reflect the classroom activity and the reasonableness of the difficulty of teachers’ questioning.At the same time,it will also have some influence on the fairness of students’ answering opportunities.The above conclusions indicate that the research conclusions related to classroom questioning in online teaching are consistent with those obtained from the research on offline classroom questioning.Based on classroom observation and data analysis results,the author puts forward some teaching inspirations for reference.Teachers can consider learning more theoretical knowledge related to classroom questioning.When teachers ask questions in comprehensive classes and primary level classes,they can focus on the display questions,but if the proportion of reference questions can be properly increased according to the actual situation,the effect will be better.Teachers can pay more attention to deep questioning,and teachers of all classes with different curriculum types and language levels can appropriately increase the proportion of deep questioning.In addition,when using repetition or paraphrasing strategies,teachers should set aside a reasonable waiting time to reduce habitual repetition and avoid interrupting students’ thinking.Teachers can pay more attention to the proportion of the use of allocation strategies for various kinds of questions and try to provide students with fair opportunities to answer.Finally,the author summarizes the limitations of this study,and provides some suggestions for the follow-up research.