The Research On Questioning In Words Teaching

Teachers’ questioning is an important phenomenon in class activities. It helps teachers check students’ understanding of the questions and it can also stimulates students’ motivation to learn, which encourages students to participate in interaction and activates their positive thinking to improve students’ verbal communication skills.As a teaching technique, questioning is throughout the teaching process. Words teaching are an important part of teaching Chinese as a foreign language in comprehensive primary lesson. The better teachers use questions, the easier the students will understand them.In general, if the teachers are familiar with questioning techniques, they can drive the students to actively participate in Q&A and the target vocabulary learning will be more successful. Therefore, the research of questioning in words teaching can help teachers make better use of them and trigger better teacher-student interaction, thus contributing to improve students’ Chinese level.There have been many aspects of research on questioning in Chinese as a foreign language, but most of them are general studies. The specialized studies from class-based, teaching process, different amounts of teaching experience are rarely carried; the combine of questioning in words teaching from a comparative perspective and different amounts of teaching experience is undiscovered.From the perspective of words teaching, we made a comparative study of two advanced beginners, a competent teacher and a proficient teacher’s questioning behavior in Elementary Chinese Comprehensive Course.Our research question is:In the words teaching in Elementary Chinese Comprehensive Course, whether there are differences in questioning types among the four teachers? Whether the proficient teacher’s questioning effect is better than the competent teachers, whether the competent teacher’s questioning effect is better than the two advanced beginners? Where the teachers’ questioning can be improved? How to improve? These research is worthy of further exploration. In this paper, by empirical studies, we’ll analyzed differences in teachers’ questions in words teaching, analyze the effect of different questioning types, and then find the questioning strategies for teachers.In this paper, qualitative research is the main method. To study the above four teachers, we made a six hours of audio and video for each of them and get the transcribed text of170,000words or so.After that, we selected the questioning talk of four teachers in their words teaching. We made statistics and analysis in terms of the distribution of questioning types, questioning effects, combining with interviews to explore the causes of difference. Among them, the questioning type distribution covers the teachers’whole questioning types and the number of them, which can reflect the overall questioning characteristics of teaching; the questioning effect is the test for teachers’questioning, which aimed at testing whether the question is valid. With the comprehensive results of previous studies, we have adopted the combination of target when students answer/vocabulary sentence and calculating the average sentence to analyze the effect of teachers’ question effect.In the words teaching in Elementary Chinese Comprehensive Course, we find that:(1) Questioning distribution:On the total, the four questions’ exist on the number of teachers has big difference:advanced beginners B (194)> proficient teacher (182)> competent teacher (157)> advanced beginners A (130); the advanced beginners used more echoic questions than the proficient and competent teacher; In epistemic questions, the higher the level of development of teachers, the more questions are used. However, the four teachers also have something in common:they used more epistemic questions than the echoic questions; display questions and referential questions are still the main questioning type among the four teachers.(2) Questioning effect:Although there are some problems in questioning among the four teachers, but overall, the proficient and the competent teachers’questioning effect is better than the two advanced beginners. There is considerable room for the two advanced beginners. In echoic questions, the effect of comprehension checks is not obvious, while the proficient teacher’s practice should be learnt by the advanced beginners; four teachers rarely use clarification requests, but by the use of the competent teacher, we found a significant effect of it; the effect of confirmation checks is not perfect while the competent teacher’s practice can be considered as a reference. In the effect of display questions and referential questions, referential questions are better than display questions, but only when the teachers can provide appropriate "scaffolding" and create a variety of situations, in order to allow students to achieve the purpose of full exercise. Based on the findings, the paper concludes with questioning strategies for teachers, namely:proper questions with proper difficulty; there must be a sequence of questions; questions diversification; to avoid duplication and excessive ask questions.In this paper, the meaning is as following:further help teachers enhance the awareness of theoretical knowledge about questioning; help them improve vocabulary teaching questioning techniques in teaching practice; with appropriate questioning strategies, they can improve words teaching efficiency, avoiding the occurrence of such phenomena invalid question as far as possible. In addition, there is also great significance on Chinese teacher training and professional development.