The Analysis Of Teacher Question Discourses In Intermediate Spoken Chinese Classroom Based On IRF Model

Oral course is the bridge which connecting language knowledge andpractical application, it has an important position in second languageteaching and learning. As a means of teaching, questioning has a very importantrole for improving learners thinking ability and promoting the progress ofclassroom teaching.The paper studied spoken Chinese courses of School of Chinese as a SecondLanguage, Sun Yet-sen University, three experienced teachers and threeinexperienced teachers are selected, class observation, watchinginstructional videos and sound recording as research methods. This paper hopesto provide a reference for inexperienced teacher improvement by analyzingteacher class discourses from aspects of question type, question strategies,teacher waiting time and so on based on IRF model and theories.The results show that IRF structure discourses are ubiquitous in actualintermediate spoken Chinese class, display questions are more thanreferential questions for all teachers, and experienced teachers like to askmore in class. In the other hand, no matter experienced or inexperiencedteachers are prefer to inspirit type strategy, however, all their waiting timeafter questions are relatively short.