汉语作为第二语言课堂教学提问方式有关理论问题
汉语作为第二语言口语课堂教学概念
The Vietnamese Chinese-speaking course aims to enhance students' Chinese expression skills, with questioning serving as a crucial interactive element in the classroom that significantly improves oral proficiency Therefore, investigating the challenges and underlying reasons related to questioning in beginner-level speaking classes, along with strategies for improvement, holds substantial theoretical and practical significance This exploration enriches the relevant theories of classroom questioning in Vietnamese Chinese-speaking courses and guides teachers in effectively implementing questioning techniques.
In the chapter on speaking skills training from Zhao Jinming's book "Teaching Chinese as a Second Language," it is highlighted that the act of speaking is controlled by the motor language center in the brain When a person feels the desire to speak, this center activates first, retrieving appropriate words from the brain's memory storage and organizing them into a coherent internal speech structure This internal language is then transformed into audible speech through the movement of various speech organs, making the entire speaking process a method of encoding and transmitting verbal information.
In the Chinese language, "spoken Chinese" and "written Chinese" represent two distinct forms of communication, encompassing oral and written expressions Spoken Chinese relies on auditory systems for conveying and receiving information, while written Chinese utilizes visual systems These two forms differ in aspects such as phonetics, vocabulary, grammar, and pragmatics Spoken Chinese features variations in intonation, tone, and pronunciation, often includes incomplete sentences, pauses, repetitions, and displacements, and may contain non-standard or redundant elements Additionally, spoken sentences tend to be shorter with simpler grammatical structures, fewer modifiers, and limited use of conjunctions, often employing ellipsis, variations, and inversion.
反问句等使用频率较高；用词简单通俗，流行语使用频率较高，有大量
① 赵金铭.汉语作为第二语言技能教学[M].北京：北京大学出版社，2010:75
The written Chinese language, referred to as "written Chinese," differs significantly from "spoken Chinese" in its structure and rules It emphasizes complete sentences and rigorous syntax, often featuring a higher frequency of long sentences Additionally, it prioritizes coherence between sentences and paragraphs, utilizing a variety of conjunctions Certain literary styles adhere to specific vocabulary and writing conventions, frequently employing formal and elevated language Through this comparison, distinct characteristics of written Chinese become evident.
The goal of teaching "spoken Chinese" is to develop communication skills, with a strong emphasis on oral expression, focusing on the language that people actually use in conversation.
1.1.1 口语课堂的性质与地位
Oral communication encompasses several key elements, including phonetics, vocabulary, grammar, intonation, and context Accurate pronunciation is essential, although it does not need to be perfect Vocabulary serves as the foundation for communication, allowing students to learn new words and reinforce previously acquired vocabulary through speaking exercises Grammar plays a dual role in conveying basic information and ensuring precise communication through careful selection of function words and sentence structures Intonation, which includes stress patterns, pauses, and sentence intonation, significantly impacts meaning; for instance, stress in Mandarin primarily serves to emphasize key points, while pauses can alter the interpretation of sentences Additionally, sentence intonation, characterized by rising and falling tones, is often used to indicate questions Oral communication occurs within specific contexts, which influence word choice and can be categorized into broader and narrower contexts The broader context includes the identities and relationships of the communicators, as well as the time, setting, and environment of the interaction.
The importance of speaking courses in second language teaching is underscored by the evolution of teaching methods, which have shifted from grammar-translation to direct, audio-lingual, communicative, and task-based approaches, increasingly emphasizing oral skills Moreover, second language instruction is distinct from linguistics; linguistic theories and knowledge serve the purpose of mastering a second language Ultimately, the goal of second language education is to effectively communicate, fulfilling the fundamental function of language Additionally, practical needs further highlight the necessity of focusing on oral proficiency in language learning.
The primary goal of second language learners is to communicate effectively in their target language For Chinese language learners, the main objectives include work, study, travel, and cultural exchange, all of which necessitate proficiency in spoken language Moreover, the learning process heavily relies on oral communication, as teachers deliver lessons in spoken form, students engage in discussions, and interactions between teachers and students occur through speech Lastly, extracurricular practice plays a crucial role in language acquisition, with spoken communication serving as the primary tool for engagement.
Oral courses are a crucial component of language learning, serving as the foundation for the four key skills: listening, speaking, reading, and writing Mastering listening and speaking is essential before advancing to reading and writing These courses can be offered independently, especially for students engaged in short-term or intermittent language studies, focusing on developing basic communication skills Additionally, one-on-one teaching primarily emphasizes oral communication Therefore, oral courses are indispensable in second language education, acting as both a fundamental tool and a continuous resource for learning Without them, the progression of other courses becomes challenging It is vital for both teachers and students to recognize the importance of oral courses, as developing verbal communication skills is the primary goal of language learning Moving forward, I will place greater emphasis on oral instruction in my Chinese teaching, striving to teach students authentic spoken Chinese.
1.1.2 口语课堂的原则与方法
The initial stage of learning is crucial for students, significantly influencing their future education Speaking courses aim to develop students' oral expression and communication skills, making "speaking" a widely used and highly regarded skill among learners Therefore, it is essential to adhere to appropriate principles and effective methods in teaching This article examines current relevant teaching materials and, based on practical teaching experiences, elaborates on the principles and methods of beginner speaking courses while highlighting important considerations for educators.
In the context of Chinese language teaching, the beginner stage is crucial as it lays the foundation for students' future learning As noted by Lü Bisong (1996), oral expression training is a vital means of promoting language acquisition Historically, only a basic spoken language course was offered at this level, but some schools now provide both beginner and advanced oral courses However, there remains a lack of unified understanding regarding the nature and objectives of these courses, highlighting the need for further research into the teaching principles and methods related to beginner oral classes Therefore, it is essential to explore and discuss effective teaching strategies for this critical stage of language learning.
Chúng ta thường xem những học sinh đã nắm vững khoảng 800 từ vựng thông dụng và đã học các cấu trúc ngữ pháp cơ bản của tiếng Trung, đạt trình độ HSK 2-3, có khả năng giao tiếp đơn giản hàng ngày, là ở giai đoạn sơ cấp Dưới đây, chúng tôi sẽ chia sẻ một số quan điểm sơ bộ về các nguyên tắc và phương pháp giảng dạy trong khóa học nói tiếng Quảng Đông cho giai đoạn sơ cấp dựa trên thực tiễn giảng dạy.
1.1.2.1 口语课的教学原则：
The term "ⅰ" represents the current Chinese language proficiency of the student, while "+1" indicates language input that is slightly above the student's actual level Together, these elements create comprehensible and effective input for the learner This concept aligns with the comprehension approach to teaching, as proposed by Robert.
•W•布莱尔/许毅，1987），我们正是通过可懂的输入习得语言的。
For teachers to ensure that the input provided to students during class is comprehensible and effective, it is essential to have a clear and precise understanding of the learning objectives Additionally, they must remain attentive to these objectives at all times.
随学生学习阶段变化，“ⅰ”也处于不断地发展变化之中。因而，教师
① 吕必松 对外汉语教学概论 [M] 北京语言大学出版社，1996
② 罗勃特•W•布莱尔/许毅.外语教学新方法 [M] 北京语言学院出版社， 1987
Teaching methods should be adjusted accordingly, especially at the beginner level Teachers need to consciously control their classroom language and speaking speed Given the characteristics of beginner students, it is crucial to use simple and easily understandable language, avoiding technical grammar terms Instead, teachers should explain new words and texts using vocabulary and grammar that students have already mastered Additionally, teachers should intentionally slow down their speaking pace, ensuring clarity and accuracy in pronunciation.
原则二：针对性
（1）教材和课堂话题的选取
汉语作为第二语言口语课堂教学提问方法概论
1.2.1 课堂提问的概念
提 问是 提出问 题来 问或 解释为 提出 问题 并要求 回答 。 Richard
Questioning serves as a directive issued to listeners or readers, prompting them to present facts, express thoughts, and offer suggestions According to Ma Wenxiu (2008), a question is initiated by the questioner with the expectation of a response from the respondent, facilitating dialogue and exploration This process encompasses three key elements: the questioner, the respondent, and the question itself.
Classroom questioning is a crucial aspect of teaching, encompassing not just verbal inquiries but also gestures, facial expressions, and physical interactions that engage students and stimulate discussion According to Wragg (1984), effective questioning can capture students' interest and prompt responses Cotton (1998) emphasizes that questioning involves a series of guiding prompts from the teacher that require student engagement Furthermore, Chen Jingjing (2004) highlights that classroom questioning is a method where teachers formulate questions based on teaching content and objectives, facilitating a dialogue between teachers and students This approach plays a significant role in igniting students' curiosity and fostering creative thinking.
Despite differing opinions among scholars, there are commonalities regarding classroom questioning, which is primarily initiated by teachers to elicit verbal responses from learners This process fosters student interaction and aids in knowledge acquisition Therefore, classroom questioning can be defined as a series of activities where the questioner, mainly through oral language, stimulates the respondent to provide answers This questioning can be categorized into teacher-initiated and student-initiated inquiries, particularly in the early stages of learning.
① Richard/陈冰.课堂语文教学 的 提问艺术[M] 北京：云南师范大学出版社，2000
② 马文秀.高中英语课堂提问策略研究[D].长春:东北师范大学，2008
③ Wragg/王霞 课堂提问的类型[M].上海：上海交通大学出版社，1984
④ Cotton/龚方明 课堂提问引导性[M].北京语言文化大学出版社，1998
⑤ 陈晶晶 浅谈课堂提问艺术 [J] 太原大学学报 ;2004 （ 4 ）
This article focuses on the limited number of student questions in Vietnamese Chinese speaking classes, highlighting the importance of teacher questions in these settings.
1.2.2 课堂提问的类型
Language education scholars categorize classroom questioning based on various criteria This article aims to summarize these categorizations from three distinct perspectives.
从提问的性质上分：
Long and Sato (1984) categorize classroom questions into two types: display questions and referential questions Display questions are those posed by the teacher when they already know the answer, resulting in a definitive response In contrast, referential questions are asked when the teacher does not know the answer, allowing for open-ended responses.
Orstein (1995) categorizes classroom questions into six types: closed questions, open questions, convergent questions, divergent questions, display questions, and reference questions It can be argued that display, convergent, and closed questions form one category, while reference, divergent, and open questions belong to another This classification reflects varying criteria used by different individuals.
Liu Xun (2000) categorizes questions into four types: mechanical repetition questions, rhetorical questions, closed questions (which have a single correct answer), and open questions (which require respondents to provide new, unknown information, express genuine thoughts, and may even provoke debate).
Yang Huiyuan (2007) categorizes questions into effective and ineffective types, emphasizing that effective questioning is tailored to students' language proficiency and takes into account their individual learning needs.
Wu Xiaofeng (2003) identifies 11 types of questions categorized by their nature, including evaluative questions, summative questions, comprehension questions, preparatory questions, research questions, exploratory questions, divergent questions, inferential questions, comparative questions, innovative questions, and questioning questions.
① SatoLong Sato/ 徐海燕 .Methodological issues in interlanguage studies [J] 语言教学与实践，1984
② Orstein / 杨小利 浅层问题和深层问题[M] 上海教育出版社，1995
③ 刘珣 迈向 21 世纪的汉语作为第二语言教学[J] 语言教学与研究， 2000（11）
④ 杨惠元 课堂教学理论与实践 [M ] 北京 : 北京语言大学出版社， 2007
Li Zhu and Jiang Liping (2008) categorize questioning into three types: generalization questions, application questions, and creative questions They further divide questioning into four formats: summary questions, which are designed to encapsulate learned content; stepwise questions, which employ a progressive approach; follow-up questions, which involve probing deeper; and insertion questions, which are related queries integrated into the teaching process.
从提问的内容上分：
Questions can be categorized into six types based on the levels of cognition: knowledge questions, comprehension questions, application questions, analysis questions, synthesis questions, and evaluation questions Some researchers simplify these into two categories: lower-order questions, which include knowledge and comprehension questions, and higher-order questions, which encompass analysis, application, synthesis, and evaluation questions.
从问题的形式上分：
Hakansson and Lindberg conducted an analysis of language classrooms in Sweden, categorizing classroom questions into three types based on their linguistic form: yes/no questions, alternative questions, and information-seeking questions.
王笃勤（2002）把课堂提问分成 Yes / No 问题、选择性问题、
“Who”形式的问题和 How / Why 问题。
In fact, these categories merely represent different classification standards, with overlaps existing between them However, the aforementioned theories provide a theoretical foundation for the design of classroom observation scales and survey questionnaires.
1.2 3 课堂提问的功能与作用
Classroom questioning is a vital interactive tool in education, playing a crucial role in the teaching process It significantly impacts both teachers' instruction and students' learning experiences.
初级汉语口语课堂提问方法研究综述
1.3.1 国外关于教师提问的研究
Nghiên cứu về việc đặt câu hỏi trong lớp học đã được các nhà nghiên cứu nước ngoài đặc biệt chú trọng, với việc đặt câu hỏi từ lâu đã trở thành một điểm tập trung trong giảng dạy ngôn ngữ Năm 2002, nhà nghiên cứu Mỹ Gary D Borich đã thực hiện nghiên cứu hệ thống đầu tiên về câu hỏi của giáo viên trong lớp học, phát hiện rằng việc giáo viên đặt câu hỏi và học sinh trả lời chiếm một tỷ lệ lớn trong quá trình giảng dạy, và việc đặt câu hỏi được coi là cốt lõi của việc giảng dạy hiệu quả (Jin Chuanbao, 1997) Kể từ những năm 1980, việc đặt câu hỏi của giáo viên đã trở thành một lĩnh vực nghiên cứu độc lập trong việc tiếp thu ngôn ngữ thứ hai.
① White & Lightbown/赵风.教师课堂提问话语分析[M] 北京：中国轻工业出版社，1984
② 加里ãDã鲍里奇/ 易东平 有效教学方法[M].南京:江苏科学出版社，2002
Numerous researchers, including Long & Sato (1983), Brock (1983), Nunan (1991), Rowe (1974, 1986), and Tobin (1986), have conducted in-depth studies focusing on six key areas of teacher questioning: 1) the classification of teacher questions; 2) the cognitive depth of these questions; 3) the wait time following a teacher's question; 4) the strategies employed by teachers during questioning; 5) the feedback provided by teachers after student responses; and 6) the distribution of questions among students.
The classification of questions was first introduced by Branes in 1969, who categorized them into closed and open questions Later, in 1988, Chaudorn expanded on this classification by distinguishing between convergent and divergent questions.
Long and Sato (1983) categorized questions into display and referential types, a classification that is widely accepted in the research community today.
Closed-ended and display questions typically have unique answers, with responses from different individuals being largely similar or completely identical Generally, these are considered low-level questions that primarily involve recalling prior knowledge The questioner often already knows the answer and is not seeking new information but rather engaging in language practice Such questions are rarely encountered outside of classroom settings.
Open-ended and reference-based questions do not have fixed answers; they encourage students to use their imagination and provide creative responses based on the material Such questions typically require higher-level thinking skills, prompting students to achieve a deeper understanding of the content This approach fosters creative self-expression using the language knowledge they have acquired, gradually developing their ability to communicate effectively in the target language.
Bloom (1986) developed a classification system known as the "Bloom's Taxonomy" based on cognitive complexity This framework outlines six levels of cognitive skills, ranging from the simplest form of understanding to more complex forms of thinking.
① 布卢姆(Bloom)/黎辉 教育目标分类学[M] 上海:华东师范大学出版社,1986:31
Bloom's taxonomy highlights that higher-level cognitive goals encompass and depend on lower-level cognitive skills, yet they are more authentic as they reflect the behaviors required for learners to thrive in real-world situations Additionally, cognitive objectives can guide teachers in formulating their questions, which can be categorized into six types: recall, comprehension, application, analysis, synthesis, and evaluation.
In China, questioning is a prevalent teaching method that holds a unique position in educational language Wang Daojun and Wang Hanlan (1989) describe the question-and-answer technique as a way for teachers to pose questions to students, guiding them to acquire or reinforce knowledge through their responses While many educational resources highlight the significance of questioning, academic papers have primarily focused on the classification and functions of classroom questions Research on questioning from an applied linguistics perspective remains limited, with attempts at classification often leading to inconsistencies due to varying criteria For instance, Tang Shuzhi's "Teacher's Oral Skills" categorizes questions into direct, indirect, multiple-choice, comparative, sequential, and expansive types, while Li Rumi's "On the Art of Teaching" proposes two classification methods based on internal structure and questioning style, leading to some overlap and discord in categorization.
Recent educational reforms emphasize the importance of enhancing classroom communication, making the use of questioning techniques increasingly significant However, current research predominantly focuses on introducing specific examples of questioning, with a qualitative approach.
① 王道俊,王汉澜 教育学（新编本）[M] 北京：中国人民教育 1989
② 唐树之 教师口语技能[M].北京：语文出版社，1998
③ 李如密 教学艺术论刍议[J] 教育研究与实验，1995（03）
Research in this field is abundant, yet quantitative studies are scarce, with a predominance of introspective and summary analyses There is a notable lack of directed experimental research, and the limited methodologies available prevent many educators from deriving substantial guidance from existing theoretical frameworks.
赵晓红（1998） ① 通过随堂观察、录音、记录和访谈的方法,调查
The study analyzed the discourse of eight English teachers during reading lessons, focusing on various aspects of questioning It examined the types, content, and methods of questions posed by the teachers, along with the duration of wait time before students responded and the feedback provided by the educators.
Zhou Xing and Zhou Yun (2002) conducted a systematic analysis of teacher questioning in a "student-centered thematic teaching model" using classroom recordings and surveys The findings indicate that this innovative teaching approach is more beneficial for learners' language acquisition.
Liu Jiarong and Jiang Yuhong (2004) conducted a case study on an English speaking class, employing a descriptive approach to systematically analyze various aspects, including the frequency and proportion of turn-taking between teachers and students.
1.3.2 越南汉语教师初级口语教学的研究
Vietnam is one of the Southeast Asian countries with the largest Chinese population, exceeding one million As a result, the demand for Vietnamese people to learn Chinese has significantly increased In recent years, Chinese language education has become more specialized Although English remains the dominant language in international business and academia, the global emphasis on Chinese has grown substantially compared to half a century ago This trend is evident in Vietnam, where, in addition to the Vietnamese Chinese community who have been exposed to the language from a young age, a growing number of Vietnamese citizens are now beginning to learn Chinese In 2007, Vietnamese universities introduced Chinese language majors, reflecting this rising interest.