Study On Classroom Instruction And Questioning Language Of Chinese Volunteer Teachers In Thailand

With the increasingly close communication between China and the outside world,the influence of Chinese is also expanding.In order to meet the needs of overseas people to learn Chinese,a large number of teachers of Chinese as a foreign language have emerged.Among overseas Chinese teachers,the number of professional Chinese teachers is very small,and more than 90 percent of them are young volunteer teachers who have passed the national selection examination of Hanban and participated in short training but lack of practical classroom teaching experience.Therefore,this paper takes the discourse of Thai Chinese volunteer novice teachers in elementary comprehensive Chinese class as the research object,and mainly investigates and studies the instruction language and questioning language.This paper studies the instruction language and questioning language of Chinese volunteer teachers in Thailand,carried on the concrete data statistics and the analysis from the classification,language ratio,sentence length and principle of courtesy of the instruction language,the classification of the questioning language,the waiting time after the question,the distribution of the question object,the feedback strategy after the question and other aspects,summarized characteristics and shortcomings of novice teachers in the use of instruction and questioning language.It is found that teachers are more inclined to give direct instructions in class,among which the number of general direct instructions is far more than the number of additional direct instructions;the length of the instruction language is generally short,and the politeness of language needs to be strengthened.In the aspect of classroom questioning,the types of teachers’ questioning are monotonous,mainly focusing on specific questions and right and wrong questions,and most of the questions are closed questions.The average waiting time after asking questions was too short;The distribution of questioning objects is not balanced;The form of feedback after questioning is relatively simple.In addition,this paper also puts forward corresponding teaching improvement suggestions to solve the above problems.For example,teachers should consciously increase the use of indirect instructions and additional direct instructions when giving instructions,and pay attention to the politeness of instruction language;ask a variety of questions;the content of questions should be close to students’ daily life and reflect the communicative nature;the difficulty of the problem should be gradual and vary from person to person.Be honest with your comments and feedback after asking questions.The last chapter is the conclusion of this paper.While summarizing the basic conclusions and viewpoints of this paper,it points out some shortcomings of this paper.