| As one of the ways of classroom interaction,classroom questioning can stimulate learners’ interest in learning,mobilize their enthusiasm to participate in classroom activities,and help students better understand,master and apply the language knowledge they have learned,and better achieve teaching effects.Therefore,the selection and use of teachers’ questions in classrooms will directly affect the teaching effect of teachers and the learning effect of students.This paper uses classroom observation method,corpus research method and case analysis method to study the online Chinese teaching classroom teachers’ question language in three age groups of Yongchun Chinese Center: “Sunshine”(6-9 years old),“Yangchun”(10-14 years old)and adult class(21 years old and above),analyze the characteristics of classroom teachers’ questions,find out their existing problems and put forward suggestions for improvement.In the second part,we use classroom observation and case analysis to conduct a qualitative study on the use of teacher-student discourse in elementary and advanced online Chinese teaching classrooms for primary and secondary school students and adults in Indonesia,and we find that the interaction between teachers and students in the three classes is mainly one-to-many and one-to-one,and the teachers’ words are more than the students’ words,and there is a lot of unnecessary repetition.The interaction between 6-14 years old in the online Chinese teaching classroom based on teachers’ questions and students’ passive answers,teachers have more questions and feedback than instructions.And the questions are mostly “You......? ” Feedback is mainly based on encouraging words such as “very good” and “that’s great”,sign language is used more,and the words of teachers used for classroom network confirmation are also significantly more than those of adults in online Chinese teaching.In adult online Chinese teaching,students can actively answer and ask questions,teachers’ questions are more than feedback and instructions.And questions are mostly “You......?”,with politeness.Feedback is mostly affirmative language such as “right” and “yes”,rarely accompanied by sign language.The third part uses the corpus research method to quantitatively study the use of teachers’ questioning language,and the statistical results show that the number of questions in the classroom of junior and senior online Chinese teaching teachers is relatively large,and the number of questions in primary and secondary school classes is significantly higher than that in adult classes.The proportion of question types is unbalanced: the proportion of presentation questions in the three classes is as high as 60% on average,and the average proportion of reference questions is only 5%.The distribution of questioning objects is unreasonable: the approach of “teachers do not designate,students answer voluntarily” is the most used,accounting for an average of 30%;The approach of “teacher asks questions first,then assigns students” is the least used,less than 10%.The fourth part,which is based on the case analysis and data analysis results,reveals the problems of online Chinese teaching classroom teachers’ questioning language:teaching language is not standardized,and there is a lot of unnecessary repetition and spoken language;The proportion of questions is unevenly distributed,and the types of questions are simplified;The difficulty of the questioning language is inappropriate;The allocation of the question object is unreasonable.Finally,combined with the above problems,in order to improve the interaction effect between teachers and students in the classroom and effectively improve the teaching efficiency of online Chinese classroom,this paper puts forward corresponding teaching suggestions.It is hoped that it can provide ideas for the research of teachers’ questioning language in classroom of teaching Chinese as a foreign language. |
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