Primary Teachers' Listening And Speaking Class Question Study Chinese As A Foreign Language

Teachers’ classroom questioning is an important means of teaching, especially in the process of second language teaching. By asking questions, teachers can focus students’ attention and provide students with more opportunities of language output, let students participate in the communication and express their themselves,so that teachers can know the effect of teaching and learning and timely adjust the teaching contents, methods and progress. The questioning can also provide teachers with the opportunities of feedback and correction to promote teaching. Therefore, teachers’ questioning in the class of teaching chinese as a second language is a valuable research topic.Firstly, this essay took the video of five teachers in a total of30lessons of classroom teaching, who teach elementary listening and speaking class in Nanjing Normal University, transferred the video to text and labeled them. Then, this essay collated the corpus and did statistics from five aspects of teachers’ questioning:he number and type of teachers’classroom questioning, teachers’ feedback for the students’ answer, teachers’ allocation of answer opportunities, teachers’ use of questioning strategies, and teachers’ choice of the language, which used in questions. According to data, this essay compared the five teachers’ classroom questioning, and made the interpretation of the data through the questionnaires and interviews. This essay found that the skilled teachers had distinct advantages in certain aspects, for example, they did more reasonable distribution of the display, reference and echoic questions; they did more balanced distribution of the opportunities for students to answer; they did better control of the vocabulary and grammar, which students hadn’t learned; the quality of their questions were higher. This essay also found that the novice teachers also did well in some aspects, which was not inferior to the skilled teachers, for example, they gave feedback on the student’s response timely; they took students’psychological factors into consideration and used the appropriate questioning strategies; they asked the questions first before choosing a certain student to answer; they tried to make their language easy and let the questions understandable. From the changes of the data, we also found the novice teachers made very obvious progress in many aspects. In addition, from the changes of data, this essay found the skilled and novice teachers’ classroom questioning had a lot of common law, for example, the ratio of display questions they used all declined as the advancement of teaching; they all tend to let the students answer together or let the students answer voluntarily; the vocabulary and grammar they used in questions, which students hadn’t learned, became less with the advancement of teaching. At last, with the reference to the advantages appeared in the skilled teachers and the problems appeared in the novice teachers, this essay put forward some suggestions about classroom questioning. This essay hope that it can provide some useful reference to teachers’ questioning in elementary listening and speaking class of teaching Chinese as a second language, and further promote the development of teaching Chinese as a second language.