The Influence Of Teachers' Questions On Students' Oral Output

Study class to ask questions,not only to ask questions and questions of the significance of research,but should also focus on how teachers should complete the questions of the highest quality,eventually to promote the students' oral English output effect,teachers should reasonably use of intermediate stage the learner's Chinese language level,and model the benign interaction between students,stimulate students' learning initiative and enthusiasm,and expand the oral output.Intermediate Chinese learners' main purpose is to improve their communication ability,classroom questioning has very big effect to improve students' communicative competence.The research object of this article is Chinese international education of northwest normal university intermediate class students and two teachers to teach,we according to the kinds of questions,questions,teachers' feedback and waiting time four aspects to study,the author of two intermediate class classroom observation and recording,then to transfer and combine classroom observation of corpus,IRF discourse structure is used to analyse the data.Finally,the author draws the corresponding conclusion through the analysis: in the aspect of the classroom question type,the teacher in the different teaching link question type has the difference,but generally speaking,the teacher asks the frequency to be many,the demonstration question is higher than the reference question.Compared with demonstrative questions,students' oral output is longer and sentences are more complex when answering referential questions.In terms of questioning strategies,questioning and transfer strategies can bring more and more complex oral output of students.In terms of classroom feedback,compared with direct error correction,other ways of wrong answer feedback can trigger more and more complex oral output of students.In terms of teacher waiting time,the first waiting time of teachers is longer than the second waiting time.When the waiting time is more than 3seconds,students have more oral output and more complex sentence patterns.Teachers should develop their questioning ability,reasonably arrange questioning methods,set different types of questioning according to different links,enrich the use of classroom questioning strategies,and give students appropriate waiting time.In order to help teachers to achieve high quality classroom questions,so that students can reduce thebottleneck period of Chinese learning,and ultimately promote students' oral output.