The Research On The Novice TCSL Teachers’ Beliefs About Classroom Questioning

Compared with the non-language classroom,teacher questioning plays a more important role in teaching Chinese as a second language.Teachers’ questioning not only affects the teaching effect,but also affects students’ language acquisition.Therefore,it has aroused the attention of many scholars.However,previous studies have focused on the objective behavior of Chinese teachers in the classroom,including the discussion of teachers’ questioning skills and strategies,and have not yet involved the research on the subject of questioning,that is,teachers themselves,such as teachers’ questioning beliefs.With the development of international Chinese teaching,more and more part-time Chinese teachers or volunteers of Chinese teachers take on the task of Chinese teaching.As a practitioner who has just entered the Chinese classroom,novice Chinese teachers’ questioning behavior and beliefs directly affect the effect of Chinese teaching.Therefore,it is urgent to explore novice Chinese teachers’ questioning beliefs.This paper synthesizes the previous research results,improves the content composition of questioning beliefs,and on this basis,a questionnaire is compiled to investigate the current situation and characteristics of novice Chinese teachers’ questioning beliefs.At the same time,the characteristics of novice teachers’ questioning behavior in class are analyzed by combining classroom observation,data statistics and interviews,and the relationship between novice teachers’ questioning beliefs and questioning beliefs is further explored.The study finds that novice Chinese teachers have a higher overall awareness of their questioning beliefs and have a clearer understanding of the various dimensions of questioning,and there are no significant differences in gender,teaching age,teaching environment and teaching methods among the dimensions of questioning beliefs.However,the beliefs of novice Chinese teachers on questioning are not consistent with their actual classroom behavior,and the lowest consistency is inquestion answering,especially in students’ unsatisfactory and unanswered situations;the lowest consistency is in the nature and function of questions,the types of questions and the allocation of call-and-answer.This paper further explores the nature of this inconsistency.Applying the theory of teachers’ practical knowledge,we believe that the transformation of novice Chinese teachers’ questioning beliefs into practical knowledge is a spiral and dynamic process,which is mainly influenced by objective teaching(including class type and teaching environment),learner factors(language level and personality characteristics),novice teachers’ own factors(professional quality and identity construction)and non-presupposition events.Under the perspective of practical knowledge,the improvement of the questioning ability of novice TCSL teachers could be realized by questioning training,theoretical knowledge learning and teaching experience increasing,and it also requires novice Chinese teachers to have reflective consciousness.