| In recent years, with the rise and rapid development of the "Chinese fever", Teaching Chinese as a Foreign Language is becoming the focus of attention. People not only pay attention to domestic Chinese Language Teaching, but also overseas. Among those, Chinese language teaching in the United States with its unique self-contained teaching and management model has always been much the attention of scholars at home and abroad. Comprehensive teaching of Chinese language in North America based on the traditional audiolingual method is widely used in North American colleges and universities in the Chinese project. This teaching method is characterized by intensive teaching mode. And it is not only widely used in North American colleges and universities, but also used in some Chinese projects in China run by American universities, such as the Princeton In Beijing(PIB), Colombia In Beijing(CIB), the Associated Colleges in China (ACC) and etc.This intensive Chinese Teaching Model has distinct characteristics and a systematic set of teaching methods, teaching principles, teaching mode and etc." Interactive teaching" is one of the teaching principles, which focuses on teacher-student interaction. Teaching activities are based on the questions, and teachers combine the content of the text and language point to make questions which are carefully designed. On the other hand students make effective output and complete the task of language while answering teachers' questions. Therefore, classroom questioning is of great significance in the whole teaching activities.Most research on this intensive Chinese teaching is currently focused on describing and summarizing the characteristics of this teaching model, and more focused on the analysis of famous Chinese Summer Projects "Middlebury Project" and the "Princeton Summer Project". These studies mostly do qualitative research, and lack of observation and analysis of actual classroom teaching. While research on specific and practical teaching model in the classroom teaching is quite lacking, and no one has been done research on classroom questioning under this teaching mode.This article selects classroom questioning, the most features of such intensive Chinese teaching as a starting point, represented by "lecture class" in ACC and to analyze the rules and characteristics of its classroom questioning. This article uses two natural investigations (Teaching video and classroom observation)to collect "Lecture Class" classroom videos from a total of six teachers(2from Grade2,2from Grade3, two from Grade4) of the ACC Chinese project. Combine the classroom video transcription with notes of classroom observation to form the data prepared for analysis. Use the literature method and analysis method to make a clear thesis of the researching direction and content. By analyzing the amount of questions, the question types, questioning process, questioning strategies and teachers' feedback, this thesis describes and summarizes the characteristics of classroom questioning in "lecture class", combined with the background of intensive language teaching mode, hoping to enrich the theory of Teaching Chinese as a Foreign Language, and to provide a reference for classroom teaching. |
