Questioning Strategies Of Novice Teachers In Vocabulary Teaching Of Chinese As A Foreign Language

Classroom questioning is the main component of classroom teaching activities,which plays a crucial role in acquiring linguistic knowledge and improving language skills.Novice teachers are a special group of teachers and a new force in the field of teaching Chinese as a foreign language.The investigation of questioning strategies of novice teachers can help us better understanding of the problems in the classroom and provide a basis and reference for the future teaching and training of novice teachers.This paper takes the novice teachers of Chinese as a foreign language in Hebei University as the research object,and mainly studies their use of questioning strategies in the vocabulary teaching.Particularly,this study analyzes the questioning strategies of the novice teachers from the perspectives of question types,question allocation,waiting time,teacher feedback,and questioning effectiveness,and propose pedagogical suggestions accordingly.This paper uses the natural investigation and research method of classroom observation(video),combined with questionnaire survey and oral interview to make a comprehensive analysis of the novice teachers' questioning strategies.It is found that the characteristics of novice teachers' questions are as follows:(1)their questions are mainly about demonstration,and the proportion of responding questions is too large.(2)the questions are mainly allocated to the whole class,with the ones answered by teacher him/herself accounting for more proportion.The allocation of questions is in a relatively single and unbalanced form.(3)the waiting time is relatively sufficient,and the waiting time of the demonstration problem is lower than that of the reference problem.(4)the rate of teacher's feedback is high,and the positive feedback is the majority,However,novice teachers' negative feedback was higher than expert teachers'.Positive feedback is mainly in the form of simple praise and repeated answers,while false feedback is mainly in the form of direct answer or teacher guidance.(5)the emphasis of classroom questioning is laid on subjective knowledge,and the novice teachers do not take the initiative to understand the relevant theories in teaching practice or carry out special design on classroom questioning.(6)compared with expert teachers,noviceteachers' classes have lower students' feedback rate and accuracy rate,less Chinese output,and longer time for students to response to questions.Based on the questioning characteristics of novice teachers,this paper gives the following suggestions:(1)appropriately increase the number of cognitive questions,design more reference questions,and reduce the number of responding questions.(2)enrich the way of question distribution,avoid the "teacher's answer",and pay attention to balanced allocation of questions.(3)the waiting time should be adjusted flexibly according to the specific situation.(4)provide timely feedback to students,mainly in the form of positive feedback while reducing negative feedback.Pay attention to positive feedback and various forms of feedback,and use more "teacher guidance" feedback to wrong answer.(5)control the difficulty of the question.Provide the questions with clear and intelligible language at a relatively low pace.(6)make adequate lesson preparation before class,and plan questioning activities beforehand and reduce unnecessary repetition or modification of questions during the class.(7)follow the teaching sequence of "speak before practice",pay attention to the explanation process of new words,and make the explanation of new words clear and easy to understand.(8)the questioning should increase the students' Chinese output as much as possible.(9)strengthen the study of the theories related to classroom questioning.