| Teacher questioning is an dispensable part of classroom teaching and an crucial means of interaction between teachers and learners.Reasonable and effective teacher questioning provides a pivotal role in achieving smooth teaching and ensuring teaching quality.Influenced by the Corona Virus Disease 2019,numerous schools have launched online teaching.In online teaching practice,the author found that students’ oral output is impressionable on teachers questioning The existing research on the influence of teacher questioning on students’ oral output is mostly concentrated on the offline classroom,so it is imperative to study the impact of Chinese teachers questioning on students’ oral output in online classrooms.This thesis takes three online teachers’ classroom at the Confucius Institute of Babe(?)-Bolyai University in Romania as the observation object.through online classroom observation,audio and video recording,student questionnaire and teacher interview,examines the specific manifestations of online teacher questioning,analyzes how teacher questioning affect students’ oral output in four aspects: question types,question forms,question strategies and teachers’ feedback,and explores what kind of teacher questioning is more conducive to students’ oral output.The research found that in terms of question types,the total number of demonstrative questions is more than the total number of referential questions,but referential questions can enable students output more relatively longer and complicated utterances;Special interrogation is the most frequently used form of questioning,and the most effective form of question to promote students’ output of complicated utterances;Students are more likely to output complicated utterances with the pursuit strategy,which has a positive effect on improving students’ oral output;When students answer incorrectly,direct error correction and guided feedback allow students to think quickly about making a response while realizing the error and saving online time.Based on the research results,the article proposes some suggestions that are conducive to improving online teachers’ questioning ability:enhancing the awareness of online teacher questioning;preparing types of questions according to teaching sessions;combining multiple forms of questioning and closely linking questions to students’ real life;flexibly adopting multiple questioning strategies;and enriching teachers’ feedback and treating students’ mistakes rationally.Through the analysis of three teachers’ online classroom observations,the article investigates the influence of teachers questioning on students’ oral output,and based on the analysis,proposes suggestions that are conducive to improving online teachers questioning,which have strong practical significance.The article hopes to provide some help for online teaching Chinese as a second language,provide reference for teachers,promote the development of online teaching,and improve students’ oral output. |
