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 component that significantly improves oral proficiency Therefore, investigating the issues, causes, and improvement strategies related to questioning in beginner speaking classes is essential for enriching the theoretical framework of classroom questioning in Vietnamese Chinese instruction and guiding teachers to implement more effective questioning techniques.
In the chapter on speaking skills training from the book "Teaching Chinese as a Second Language" edited by Zhao Jinming, it is highlighted that the act of speaking is controlled by the motor language center of the brain When an individual feels the desire to speak, this center activates and retrieves appropriate vocabulary from the brain's memory storage, arranging these words in a structured sequence to form internal speech This internal language is then transformed into audible speech through the activity of various vocal organs, making the entire speaking process a method of encoding and transmitting verbal information.
In the Chinese language discourse, "spoken Chinese" and "written Chinese" represent two distinct forms of expression, encompassing oral and written communication Spoken Chinese conveys information through auditory channels, while written Chinese relies on visual representation There are notable differences in phonetics, vocabulary, grammar, and pragmatics between the two Spoken Chinese features variations in intonation, tone, and pronunciation, often resulting in incomplete sentences, pauses, repetitions, and displacements It may include informal, inaccurate, or redundant elements, with shorter sentences and simpler grammatical structures, rarely employing complex modifiers or conjunctions Additionally, elliptical sentences, variations, inverted structures, and rhetorical questions are commonly used, with straightforward vocabulary and a high frequency of colloquial expressions.
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.
"Written Chinese," as opposed to "spoken Chinese," adheres to its own set of rules, characterized by complete sentences and rigorous structure, with a higher frequency of long sentences It emphasizes the connection between phrases and paragraphs, utilizing numerous conjunctions Certain styles exhibit relatively fixed vocabulary and writing methods, often incorporating formal and solemn language This comparison highlights the distinct nature of written expression in Chinese.
The primary goal of teaching "spoken Chinese" is to develop verbal 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, though it doesn't need to be perfect Vocabulary serves as the foundation for communication; through speaking courses, students learn new words while reinforcing previously acquired vocabulary Grammar plays a dual role in conveying basic information and selecting precise expressions, which involves the choice of function words and sentence structures Intonation, which includes stress patterns, pauses, and sentence intonation, significantly influences meaning In Mandarin, stress often emphasizes key points, while pauses can alter interpretation, and connections indicate urgency Additionally, oral communication occurs within specific contexts, which shape discourse choices; these contexts can be categorized into macro-contexts, such as the identities and relationships of the communicators, and micro-contexts, including the time, setting, and environment of the interaction.
The importance of speaking classes in second language teaching is evident from several perspectives Firstly, the evolution of second language teaching methods—from grammar-translation to direct, audio-lingual, communicative, and task-based approaches—highlights an increasing emphasis on oral skills Secondly, second language teaching is distinct from linguistics; the theories and knowledge of linguistics serve the purpose of mastering a second language Ultimately, the goal of second language instruction is to effectively use the language, fulfilling its primary function of communication From a practical standpoint, this focus on speaking skills addresses real-world needs for effective interaction in various contexts.
The primary goal of second language learners, particularly those studying Chinese, is to communicate effectively for purposes such as work, study, travel, and cultural exchange, all of which necessitate proficiency in spoken language The learning process heavily relies on oral communication, encompassing teacher instruction, student inquiries, discussions, and interactions between teachers and students Additionally, extracurricular practice plays a vital role in language acquisition, with spoken language serving as the main tool for communication in these activities.
Oral courses are a crucial component of language learning, serving as the foundation for the four key skills: listening, speaking, reading, and writing Mastery of listening and speaking is essential before progressing to reading and writing These courses can be independently structured, particularly for students engaged in short-term or intermittent language studies, focusing on developing basic communication skills One-on-one teaching primarily emphasizes oral skills, highlighting their importance in second language education Therefore, oral courses must garner attention from both teachers and students, 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 impart authentic spoken Chinese to my students.
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 educational journey Speaking courses aim to develop students' verbal expression and communication skills, making "speaking" a highly utilized and sought-after skill among learners Therefore, it is essential to adopt appropriate principles and effective methods in teaching This article examines current relevant teaching materials and analyzes them in conjunction with practical teaching experiences, providing insights into the teaching principles and methods for beginner speaking courses while highlighting key considerations for educators.
In the context of Chinese language teaching, the beginner stage is crucial as it lays the foundation for students' future learning For learners of Chinese as a second language, this phase is particularly significant due to the challenges of acquiring a non-native language According to Lü Bisong (1996), "oral expression training is one of the means to promote language acquisition." Traditionally, oral courses were limited to the beginner level, focusing mainly on conversation While some institutions have introduced advanced oral courses, there remains a lack of unified understanding regarding the nature and objectives of these classes, as well as an absence of a comprehensive system for oral expression training Therefore, it is essential to explore and discuss the teaching principles and methods related to beginner oral courses.
Chúng ta thường coi giai đoạn học tập của 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 cấp 2-3, có khả năng giao tiếp đơn giản trong cuộc sống hàng ngày là 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 khóa học nói tiếng Trung sơ cấp tại Việt Nam dựa trên thực tiễn giảng dạy.
1.1.2.1 口语课的教学原则：
In this context, "ⅰ" represents the existing Chinese language proficiency of the student, while "+1" indicates language input that is slightly above the student's actual level Combining these elements creates input that is both comprehensible and effective for the student This approach aligns with the comprehension teaching method, emphasizing the importance of accessible language learning.
•W•布莱尔/许毅，1987），我们正是通过可懂的输入习得语言的。
To ensure that classroom input is comprehensible and effective for students, teachers must have a clear and precise understanding of the learning process and remain attentive to it 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 should consciously control classroom language and speaking speed Given the characteristics of beginner students, it is essential to use simple and easily understandable language, avoiding technical grammar terms Instead, explanations should rely on vocabulary and grammar that students have already mastered Additionally, teachers should intentionally slow down their speech, 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
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 to listeners or readers, prompting them to present facts, express thoughts, and offer suggestions According to Ma Wenxiu (2008), questions are initiated by the questioner with the expectation of a response from the respondent, facilitating dialogue and exploration This process involves three key elements: the questioner, the respondent, and the question itself.
Classroom questioning is a crucial component of teaching, encompassing not only verbal inquiries but also gestures, facial expressions, and physical interactions that engage students and stimulate discussions According to Wragg (1984), effective questioning captures student interest and prompts responses, fostering communication between teachers and students or among peers Cotton (1998) emphasizes that questioning involves a series of guiding cues from the teacher that require student reactions Additionally, Chen Jingjing (2004) asserts that classroom questioning is a method where teachers formulate questions based on instructional content and objectives, serving as an essential tool in education that ignites students' curiosity and enhances their creative thinking.
Classroom questioning, despite differing scholarly opinions, shares common ground in its definition: it involves teachers posing questions that elicit verbal responses from learners, thereby fostering interactive engagement This process aims to enhance students' knowledge acquisition Consequently, the author defines classroom questioning as a series of activities where the questioner, primarily through oral language, stimulates the respondent to provide answers This interaction can be categorized into teacher-initiated questions and student-initiated questions, particularly at the elementary stage.
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 significance of teacher questions in these settings.
1.2.2 课堂提问的类型
Language teaching scholars categorize classroom questioning based on various criteria The author attempts to summarize this classification from three key 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 teachers who already know the answer, resulting in a definitive response In contrast, referential questions are asked when teachers do 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, highlighting that classification standards may vary among 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 information, express genuine thoughts, or even provoke debate).
Yang Huiyuan (2007) categorizes questions into effective and ineffective types, emphasizing that effective questioning is tailored to the individual needs of students and aligns with their language proficiency levels.
According to Wu Xiaofeng (2003), there are 11 types of questions categorized by nature, which include evaluative questions, summarizing 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 questions into three types: generalization questions, application questions, and creative questions They further classify questioning techniques into four categories: summarizing questions, designed to encapsulate learned content; stepwise questions, which use a progressive approach; follow-up questions, aimed at probing deeper; and interspersed questions, which are relevant inquiries inserted during the teaching process.
从提问的内容上分：
Questions can be categorized into six types based on the six levels of cognitive domain: 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 questions of unknown information.
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 are simply based on different classification standards, and there is significant overlap between them However, the aforementioned theories provide a theoretical foundation for the design of classroom observation scales and surveys.
1.2 3 课堂提问的功能与作用
Classroom questioning is a crucial interactive tool in educational settings, playing a significant role in both teaching and learning processes It enhances engagement and understanding for both teachers and students, making it an essential component of effective education.
初级汉语口语课堂提问方法研究综述
Nghiên cứu về việc đặt câu hỏi trong lớp học đã thu hút sự chú ý lớn từ các nhà nghiên cứu quốc tế, nhấn mạnh rằng đây là một trọng tâm trong giảng dạy ngôn ngữ Năm 2002, học giả Gary D Borich từ Mỹ đã tiến hành nghiên cứu hệ thống về câu hỏi của giáo viên trong lớp học và phát hiện rằng việc giáo viên đặt câu hỏi và học sinh trả lời chiếm tỷ lệ lớn trong quá trình giảng dạy, với câu hỏi được coi là cốt lõi của việc giảng dạy hiệu quả (Kim Chuanbao, 1997) Từ những năm 1980, việc đặt câu hỏi của giáo viên đã trở thành một lĩnh vực nghiên cứu độc lập trong việc học 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 on various aspects of teacher questioning Their research primarily focuses on six key areas: the classification of teacher questions, the cognitive depth of these questions, the wait time after a question is posed, the strategies employed by teachers during questioning, the feedback provided by teachers following student responses, and 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, Chaudorn in 1988 expanded this classification by distinguishing between convergent and divergent questions.
Long and Sato (1983) categorized questions into display and referential types, a classification widely accepted in contemporary research This framework distinguishes between questions that seek specific information and those that aim to showcase knowledge.
Closed-ended and display questions typically have unique answers, with responses from different individuals being largely similar or identical Generally, these are considered lower-level questions primarily focused on recalling prior knowledge The questioner usually already knows the answer and is not seeking new information, but rather using the questions as a means for language practice Such questions rarely occur outside of classroom settings.
Open-ended and divergent questions lack fixed answers, requiring students to utilize their imagination and provide creative responses based on the material Such questions demand a higher level of thinking, encouraging students to achieve a deeper understanding of the content learned They allow for creative self-expression using the language skills acquired, gradually fostering the students' ability to engage in communication activities using the language they have studied.
In 1986, Bloom developed a classification system known as the "Bloom's Taxonomy," which is based on cognitive complexity This framework outlines six levels of cognitive skills, ranging from the simplest form of understanding to more complex levels 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 posits that higher-level cognitive goals encompass and rely on lower-level cognitive skills, yet they are more authentic as they reflect the behaviors required of learners in real-world contexts Cognitive objectives can also guide teachers in formulating 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 instructional language According to Wang Daojun and Wang Hanlan (1989), the question-and-answer approach involves teachers posing questions based on specific educational requirements, prompting students to respond and guiding them to acquire or reinforce knowledge through their answers Most educational language literature emphasizes the significance of questioning, with some academic papers focusing on the classification and functions of classroom questions However, research on questioning from an applied linguistics perspective remains limited, often resulting in varying classification standards For instance, Tang Shuzhi's "Teacher's Oral Skills" categorizes questions into direct, indirect, multiple-choice, comparative, sequential, and expanded types, while Li Rumi's "On Teaching Art" proposes two classification methods based on internal structure and questioning style, leading to inconsistencies in terminology and categorization.
Recent educational reforms emphasize enhancing classroom communication, making the use of questioning in lessons increasingly vital However, existing research predominantly focuses on presenting examples of questions rather than exploring their qualitative impact.
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 methodologies available are limited Consequently, many educators are unable to derive substantial guidance from the 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, the duration of wait time provided for student responses, and the feedback given by the teachers following the questions.
Zhou Xing and Zhou Yun (2002) conducted a systematic analysis of teacher questioning in a "student-centered thematic teaching model" through classroom recordings and surveys The findings indicate that this new teaching approach is more beneficial for learners' language acquisition.
Liu Jiarong and Jiang Yuhong (2004) conducted a case study on an English speaking class, utilizing a descriptive approach to systematically analyze various characteristics, including the frequency and ratio of turn-taking initiated by both 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 learning Chinese among Vietnamese people has surged In recent years, Chinese language education has become increasingly professionalized While English remains the dominant language in international business and academia, the global significance of Chinese has grown significantly compared to half a century ago This trend is evident in Vietnam, where, aside from the Vietnamese Chinese who have been exposed to the language from a young age, a majority of the population is now beginning to learn Chinese In 2007, universities in Vietnam started offering Chinese language programs.
越南初级汉语口语课堂教学中提问方法考察与分析
越南汉语初级口语课堂教学提问案例考察
This study aims to understand and describe the characteristics of teachers' questioning in the classroom, utilizing transcripts collected from classroom observations at National Taiwan University and Foreign Trade University Recognizing that variations in questioning arise from different course types and students' language proficiency, we selected beginner-level comprehensive and speaking courses, where the differences in teachers' questioning are less pronounced The experienced instructors involved in the demonstration teaching provide valuable insights applicable to similar classroom settings Additionally, to assess student needs, a questionnaire was administered, allowing students to evaluate their participation and the effectiveness of teachers' questioning This feedback was then compared with the recorded transcripts to analyze discrepancies Furthermore, experienced teachers were surveyed to gather insights on their teaching practices, aiming to offer relevant recommendations.
（2）语料转写的规则
Bài viết này tập trung vào việc khảo sát các câu hỏi của giáo viên, bao gồm cả cách giáo viên đặt câu hỏi và phản hồi của họ đối với câu trả lời của học sinh Trong quá trình chuyển đổi ngữ liệu, chỉ có các cuộc đối thoại giữa giáo viên (ký hiệu là J) và học sinh (ký hiệu là X), cũng như cách giáo viên hướng dẫn học sinh đặt câu hỏi được ghi lại Nội dung không bao gồm phần giáo viên đọc mẫu hay chỉ định học sinh đọc văn bản.
（3）考察的内容：
The article analyzes the proportions of different types of questions, including display questions, reference questions, and response questions It also examines the ratios of comprehension-checking questions, explanatory questions, and questions aimed at confirming understanding Additionally, it discusses the prevalence of true/false questions, multiple-choice questions, and fill-in-the-blank sentences.
The article discusses the importance of specific questioning techniques and their distribution in the classroom, highlighting the ratio of questions asked by learners as a key indicator of their engagement It emphasizes the role of teacher feedback in responding to student inquiries and how this interaction fosters a more participatory learning environment.
Five primary Chinese language teachers from Vietnam, all affiliated with Foreign Language University and Foreign Trade University, primarily instruct students at the beginner level, specifically those in their first and second years of Chinese language studies.
The article discusses a language learning program involving 200 students divided into 6 classes, using the textbook "Elementary Chinese Speaking Course." Each teacher records a 45-minute lesson, contributing to a total of 225 minutes of audio The focus of the classes led by the 5 teachers includes vocabulary practice, grammar instruction, and text comprehension.
2.1.2 语料分析及讨论
（A）提问问题的类型
Classroom questioning by teachers can be categorized based on various aspects such as the format of the questions, their content, cognitive depth, and educational function This article primarily focuses on analyzing and examining the content and format of these questions.
Phân loại nội dung câu hỏi chủ yếu dựa trên ba loại: câu hỏi trình bày, câu hỏi tham khảo và câu hỏi phản hồi Kết quả khảo sát được trình bày trong Bảng 1.
表1：展示性问题、参考性问题和回应性问题使用的比例
问 题 数 量/个
展 示 性 问题/个
The analysis of the data reveals that among all question types used by teachers, demonstrative questions were the most prevalent, totaling 94 instances and accounting for 41.2% of the total Following this, responsive questions were utilized 75 times, representing 32.8% of the overall questions In contrast, referential questions were the least used, with only 54 occurrences, making up just 23.6% of the total.
统计数据如图1所示：
1)展示性问题
Demonstrative questions, as defined, refer to inquiries designed by teachers before class, where the answers are already known, often described as "asking a question with an obvious answer." Common types of demonstrative questioning can be categorized into two main types: questions guided by the text and questions aimed at reinforcing language explanations, exercises, or structures (Jin Honggang, 2004).
The investigation revealed that beginner Chinese language teachers tend to use reference questions during the vocabulary practice stage, while they predominantly employ display questions during grammar and text practice stages This approach is primarily due to learners being at a foundational level, where their limited language proficiency necessitates extensive practice to grasp essential grammar points and establish a solid linguistic foundation.
In the vocabulary teaching phase, while educators often prefer to use referential questions, they predominantly showcase display questions.
例：J：羽毛球是用什么做的？
X1：用鸭毛。X2：羽毛。
展示性问题 41.2%
参考性问题 23.6%
回应性问题 32.8%
In the grammar practice phase, beginner Chinese language teachers primarily utilize two approaches to reinforce grammatical points.
Teachers should provide specific sentences and require learners to rephrase them using designated sentence structures to achieve effective learning outcomes.
对语法点的练习。
例：J：坐飞机、坐火车,什么更舒服？用没有来说。
Ngồi trên tàu hỏa không thoải mái bằng ngồi trên máy bay J đồng ý rằng điều này là đúng.
越南初级汉语口语课堂教学中提问方法存在的问题
（1）提问类型过于单一
Analysis of classroom questioning in speaking lessons reveals that Vietnamese teachers primarily utilize display questions across four teaching phases: organization, review, introduction of new content, and consolidation of new content In the first three phases, the proportion of display questions exceeds 90%, while referential questions account for less than 3% Occasionally, all questions in these phases are display questions However, referential questions are more prevalent during the consolidation phase, making up 20% of the inquiries This indicates that referential questions are predominantly used to reinforce new knowledge.
A statistical analysis of student survey results revealed that 61% of students feel that oral English classes primarily focus on questions related to vocabulary meanings and grammar rules, with fewer inquiries aimed at enhancing speaking skills This indicates that teachers tend to prioritize the explanation and practice of language points over the development of students' expressive abilities Additionally, 30% of students noted that teachers occasionally pose open-ended questions, which allow for multiple answers, aligning with observations made during classroom assessments.
Teachers tend to favor display questions, leading to a low proportion of referential questions, which results in a limited variety of question types Numerous studies emphasize the importance of referential questions, as they not only stimulate students' motivation and engagement but also encourage longer responses and facilitate the acquisition of new information Additionally, referential questions are often connected to students' real-life experiences, enhancing their interest in oral expression and improving their ability to communicate in Chinese Therefore, the distribution of question types in beginner Chinese speaking classes in Vietnam is not scientifically optimized and requires urgent improvement.
（2）课堂提问方式点面失衡
The analysis of Vietnamese teachers' questioning techniques in beginner speaking classes reveals a prevalent tendency for teachers to engage in self-questioning and answering, resulting in a low rate of voluntary student participation This method hinders students' critical thinking and diminishes their speaking opportunities, which negatively impacts their oral proficiency Survey results indicate that students believe direct questioning significantly enhances their speaking skills, as it allows them to focus and engage deeply with the questions posed Additionally, many students express a desire for a more voluntary response format, yet less than 10% currently have that opportunity, highlighting a substantial gap between student expectations and classroom practices Allowing students to opt out of answering when unprepared can help maintain their confidence and willingness to participate.
The analysis reveals that collective questioning dominates classroom interactions, while direct calls for individual responses and voluntary answers are infrequent This imbalance leads to a disproportionate focus on group questioning and even instances of teachers answering their own questions.
（3）提问对象分布不均
Based on observations of the respondents, it is evident that Chinese language teachers tend to favor calling on students seated in the front three rows during questioning.
According to a student survey, many students believe that sitting in the front three rows makes them more likely to be asked questions by the teacher, while only a few feel that the likelihood is similar for those sitting in the front and back Very few students think that those in the last three rows are more likely to be questioned This survey result aligns closely with classroom observations, indicating that teachers tend to favor asking questions to front-row students, leading to an uneven distribution of engagement This practice contradicts the principle of equal opportunity, as it neglects the participation of back-row students, resulting in fewer chances for them to speak during oral classes Consequently, this affects their willingness to engage in classroom interactions and diminishes their enthusiasm for learning Chinese, ultimately hindering the overall improvement of the class's oral proficiency.
（4）课堂提问急于求成
Observations of teachers' wait times during speaking classes reveal that most instructors wait only 1 second at a minimum and an average of 2-3 seconds after asking questions Survey results indicate that many students feel this wait time is insufficient This suggests that, overall, the wait time provided by teachers after posing questions is inadequate, reflecting a tendency for educators to rush the process Such impatience can hinder students' ability to think critically about the questions and engage actively in classroom interactions, ultimately diminishing their enthusiasm for learning Chinese and impeding their language expression skills.
（5）教师反馈过于笼统
A survey on teacher feedback methods in spoken language classes reveals that a significant majority of teachers, approximately 87% to 90%, primarily use positive feedback when responding to students' answers, while negative feedback is less common and no feedback is given about 5% of the time In beginner Chinese speaking classes, the most frequent feedback method employed by teachers is positive reinforcement Observations indicate that Vietnamese teachers predominantly utilize simple praise, which constitutes the highest proportion of feedback types This is followed by repeating students' answers with praise and then providing praise along with commentary, which accounts for about 10% to 11% of the feedback methods used.
The data indicates that in Vietnamese Chinese speaking classes, teachers often use simple praise, such as "good" or "very good," for correct student responses While this method saves class time, it lacks specificity, leaving students uncertain about what they did well, whether their answers are complete and accurate, and hindering their motivation and creativity in responding Additionally, the absence of feedback, particularly during mechanical practice, is prevalent among the three observed teachers, which could diminish students' enthusiasm for critical thinking and lead to fatigue from repetitive exercises A survey revealed that 43% of students prefer "affirmative and specific feedback" from teachers, highlighting a significant discrepancy with actual classroom practices This suggests that teachers' feedback methods are overly generalized, relying heavily on simplistic praise while often neglecting constructive comments or providing no feedback at all.
（6）提问有效性不高
The primary goal of the Vietnamese beginner Chinese speaking course is to enhance students' Chinese language proficiency and develop their ability to express themselves in Chinese.
In speaking classes, teachers should provide students with ample opportunities for language practice and expression This requires that beginner-level speaking instructors ask questions with clear objectives, articulate them clearly, and select appropriate sentence structures with gradually increasing difficulty Effective questioning aligns with students' language abilities and cognitive levels, fostering their desire to speak Conversely, ineffective or low-quality questions can lead to student disinterest and reluctance to participate, ultimately hindering the efficient use of classroom time and reducing overall classroom productivity.
After a semester of classroom observations, we identified several issues regarding the effectiveness of questioning by teachers in beginner-level Vietnamese Chinese speaking classes One major problem is the lack of clear objectives for their questions Some teachers pose ineffective or irrelevant questions without prior preparation For instance, when discussing the term "like," a teacher may ask students, "Do you like speaking classes? Do you like the comprehensive course teacher?" This approach can lead to students feeling hesitant to respond.
To enhance classroom interaction and vocabulary practice, teachers must clearly define the purpose of their questions and thoughtfully prepare them to avoid ineffective queries that waste valuable class time Additionally, it is crucial for educators to accurately assess their students' Chinese language proficiency; using vocabulary beyond their understanding can lead to confusion For instance, when asking students to illustrate their "ideal home" with specific locations, many may misinterpret "ideal" and instead depict their actual homes This highlights the importance of aligning questions with students' existing knowledge and language skills, ensuring they can comprehend and engage effectively, thereby fostering meaningful classroom dialogue.
Based on classroom observations and survey results, it is evident that while beginner-level Vietnamese speaking classes significantly enhance students' Chinese proficiency, there are notable issues with the teacher's questioning techniques The types of questions posed are often too uniform, predominantly favoring display questions with a low proportion of referential questions Additionally, the questioning approach lacks balance, resulting in fewer voluntary student responses and instances of self-answering There is also an uneven distribution of questioning focus, with a bias towards students in the front rows, neglecting those at the back Teachers tend to rush the questioning process, providing insufficient wait time for student responses Furthermore, feedback from teachers is often vague, lacking specific comments or, in some cases, any feedback at all, leading to a general ineffectiveness in the questioning strategy.
越南初级汉语口语课堂教学提问方法不足之处的成因
Teachers play a crucial role as organizers of classroom activities, guiding and facilitating student learning Their teaching abilities and experience directly influence the design of classroom questions, the selection of participants, and the overall effectiveness of inquiry in the learning process.
Choosing the right approach, determining the appropriate wait time for students, and providing effective feedback after their responses are all critical factors in the learning process.
In contrast to display questions, the design of reference questions more effectively tests a teacher's instructional skills and experience Generally, less experienced teachers tend to use fewer reference questions, as they may pose inquiries that exceed students' current understanding, making it difficult for students to respond Additionally, since reference questions have open-ended answers, students may provide responses that go beyond the lesson's content, resulting in the teacher losing control of the classroom.
The author conducted interviews with five oral English teachers from a foreign trade university to address the issue of overly simplistic question types The interview included questions such as, "In which teaching stages do you find display questions and referential questions are used most frequently?" and "What are the obstacles to setting referential questions?"
In the teaching process, demonstrative questions are predominantly used during the introduction and practice of new content, while reference questions are primarily employed to reinforce newly acquired knowledge The utilization of reference questions is significantly influenced by our own teaching experiences.
Teachers often lack a deep understanding of their students' proficiency levels, leading to a reluctance to call on individual students for answers This results in a predominance of collective questioning, which creates an imbalance in the questioning methods used in the classroom Interviews with five oral language instructors revealed that individual questioning and voluntary responses are infrequently utilized, and teachers tend to engage in self-questioning and self-answering.
Teacher Three emphasizes the importance of connection with students, expressing concern about calling on individuals who may not respond Instead, they advocate for using collective questioning methods and suggest providing additional time and non-verbal encouragement, such as eye contact, to motivate students to participate and share their answers.
Teachers often face challenges due to limited attention and a lack of awareness regarding wait time, leading to insufficient preparation for classroom questioning This can result in uneven distribution of questions and a rush to obtain answers, ultimately reducing the effectiveness of the inquiries This issue is particularly pronounced in larger classes, where it becomes difficult for teachers to address all students adequately To explore the problem of teachers' urgency in questioning and the insufficient wait time after posing questions, the author conducted interviews with three educators.
Teachers often overlook the importance of allowing students sufficient time to think and respond, sometimes misjudging their abilities When one student answers a question, they may assume that all students have grasped the concept, leading to a premature transition to new material When discussing the issue of extended wait times for responses, the teacher explained that they tend to prolong the wait for open-ended questions out of concern that students may struggle to organize their answers However, this approach can disrupt the flow of the lesson.
To address the low effectiveness of classroom questioning, the author designed an interview question: "Do you prepare questions before class?"
Teacher 1: Sometimes, I lack the time to thoroughly prepare for classroom questions due to the extensive curriculum of the oral course, which leads to a heavy lesson planning workload Consequently, I occasionally ask questions spontaneously during class Additionally, the effectiveness of questioning is closely linked to the teacher's understanding of the students' proficiency levels.
When designing questions, I focus on the key points and difficulties presented in the text, while also considering the achievable level of my students However, there are times when my expectations do not align with their actual capabilities Additionally, a lack of feedback awareness among teachers often results in superficial responses, such as simply saying "good" after a student's answer.
“很好”，甚至不给与反馈。对于教师反馈过于笼统，教师二和教师三 说道：
Teacher 1: For certain questions, the answers are definite and relatively simple As I mentioned earlier, I won't spend time explaining these to students right after I present them.
In teaching, I believe that providing feedback on students' answers during practice sessions is unnecessary, as I have already clearly explained the grammatical structures The primary purpose of these practice sessions is to help students internalize and remember these structures effectively.
Question-and-answer activities are collaborative efforts between teachers and students, significantly influenced by the students' Chinese language proficiency, class size, and learning styles These factors play a crucial role in determining the types of questions posed by teachers and the selection of whom to ask.
改善越南初级汉语口语课课堂提问效果的策略
适当提高参考性问题的比例，丰富提问类型
In the early stages of spoken language learning, students often have limited vocabulary and sentence structures, leading to a reliance on display questions that aid comprehension and vocabulary practice However, overusing these questions can make classes mechanical and dull, causing students to lose interest In contrast, referential questions, which have open-ended answers, can spark student engagement and interest, encouraging active participation and enhancing problem-solving skills This approach also improves students' Chinese expression and makes lessons more dynamic and enjoyable Therefore, effectively combining display and referential questions poses a significant challenge for teachers in developing their instructional skills.
According to the survey, Vietnamese teachers exhibit a high proportion of display questions in Chinese speaking classes, while reference questions are insufficiently utilized Therefore, it is essential for teachers to increase the emphasis on reference questions in beginner speaking classes The process of students answering reference questions involves reorganizing and outputting their Chinese knowledge, while also considering the appropriate use of vocabulary and grammar rules This practice not only enhances students' Chinese communication skills but also develops their thinking patterns The use of reference questions should align with actual teaching practices, gradually transitioning to their use as students accumulate a certain level of Chinese knowledge Additionally, when designing reference questions, teachers should consider students' real-life needs and anticipate potential comprehension and expression barriers, arranging questions from simple to complex to gradually guide students in thinking and organizing their answers, encouraging them to express their opinions and viewpoints.
恰当选择提问方式
In a survey on questioning methods in the classroom, it was found that Vietnamese teachers of beginner Chinese speaking courses utilize various techniques, including collective questioning, calling on individual students, self-questioning by the teacher, and voluntary responses from students.
Collective responses in the classroom encourage participation and interaction among all students, promoting a lively atmosphere in beginner Chinese speaking classes However, over-reliance on this method can foster laziness in some students, hindering the overall improvement of their Chinese communication skills When teachers provide answers before students have a chance to think, it leads to a mindset where students believe they do not need to engage in critical thinking This approach undermines the role of students as active learners and negatively impacts their language output and cognitive development in Chinese To counteract this, teachers should consider rephrasing questions with simpler words, guiding students to respond, or allowing more wait time, thus avoiding the pitfalls of self-questioning and answering.
The survey revealed that in Vietnamese beginner Chinese speaking classes, collective questioning by teachers predominates, while individual and voluntary questioning are minimal, often leading to teachers answering their own questions To enhance classroom questioning methods, it is crucial that teachers direct questions to all students, maximizing engagement and stimulating student responses Additionally, considering the diverse learning styles, Chinese proficiency levels, and question difficulties among students, teachers should employ varied questioning techniques Several recommendations are proposed to address these issues.
When selecting questioning techniques in oral classes, it's essential to consider the type and difficulty of the questions For straightforward, display questions that have fixed answers from the text, a collective questioning approach can save time and engage all students In contrast, for more complex reference questions that require critical thinking and knowledge restructuring, teachers should initially pose the question to the entire class, allowing students time to contemplate before utilizing methods like calling on individuals or encouraging voluntary responses.
When designing questions, Vietnamese Chinese teachers should tailor their approach to the Chinese proficiency levels of the majority of students This ensures that the questions are appropriate and effective for enhancing learning outcomes.
To foster classroom interaction among students, it is essential to design questions that cater to both low and high levels of Chinese language proficiency This approach ensures that all students, regardless of their skill level, can benefit from the discussion, preventing the pitfalls of questions being either too easy or too difficult By balancing the questions, we address the average proficiency of the class while also meeting the unique developmental needs of students at both ends of the proficiency spectrum.
To enhance classroom participation, it's essential to tailor questioning techniques to students' learning styles In oral classes, students from Western countries often exhibit an impulsive learning style, actively engaging in discussions, while Asian students typically demonstrate a reflective style, showing reluctance to speak up Therefore, teachers should allow all students time to think after posing questions and specifically invite Asian students to respond, encouraging their active involvement in classroom dialogues.
In summary, the approach to classroom questioning should be tailored to factors such as students' Chinese language proficiency, learning styles, and the type and difficulty of the questions By considering both individual and collective needs, this strategy can effectively enhance the overall Chinese communication skills of all students.
提问时应兼顾后排学生
The observation reveals that Vietnamese oral language teachers tend to favor questioning students in the front rows, often neglecting those in the back, which undermines the principle of equal opportunity This practice limits the chances for back-row students to participate, negatively impacting their engagement in classroom interactions and enthusiasm for learning Chinese, ultimately hindering the overall speaking proficiency of the class To enhance the participation and motivation of back-row students, teachers should adopt a more inclusive approach by actively involving them in questioning, thereby fostering their interest in learning Chinese and contributing to the improvement of the entire class's language skills.
留给学生足够的等待时间
Wait time refers to the period between a teacher posing a question and the student's response During this interval, teachers manage classroom pace while ensuring that educational content is covered, and they must also allow students some time to think and formulate their answers.
When teachers rush to provide answers, students are deprived of the opportunity to thoroughly think through problems and organize their responses This hasty approach hinders classroom interaction and ultimately limits the enhancement of students' Chinese communication skills.
Classroom observations of primary oral English teachers revealed that the average wait time after posing questions was only 2-3 seconds A survey indicated that 80% of students felt this wait time was insufficient This suggests that, overall, oral English teachers are not providing adequate wait time after asking questions.
Teachers should provide students with adequate wait time, which varies based on the difficulty of the question For easier questions, such as those requiring responses based on the text, a shorter wait time of 1-2 seconds is sufficient, allowing for more practice and content retention In contrast, for more challenging questions that require longer contemplation and organization of thoughts, a wait time of 3-5 seconds is beneficial, enabling students to articulate longer and more comprehensive answers However, it is important to note that excessively long wait times can induce anxiety in students, negatively impacting their learning experience.
增强反馈意识，多给与学生具体的反馈
Classroom Q&A is a vital form of interaction, and effective feedback from teachers can enhance student engagement in asking questions Specific and constructive feedback helps students recognize the strengths and weaknesses of their answers, aiding in their improvement in Chinese language skills This is particularly important for beginner-level Vietnamese students, as providing affirmative and detailed feedback during speaking classes can boost their interest and confidence in learning Chinese, ultimately increasing their motivation to study the language.
The recent survey revealed that feedback from Vietnamese primary spoken language teachers is often too general and lacks specific evaluations, with some instances of no feedback provided at all To address this issue, it is recommended that primary spoken language teachers enhance their awareness of feedback and offer students more detailed and specific responses regarding their performance.
To effectively foster students' desire to express themselves, teachers should avoid simply praising responses and instead engage in follow-up questioning If the dialogue stalls, teachers can highlight the strengths of a student's answer, offering insights that others can learn from When a student's response does not align with the teacher's expectations, it is important not to reiterate their answer but to guide them towards the correct expression Teachers should explain the reasons behind the student's mistakes, whether due to overgeneralization of the target language, influence from their native language, or insufficient grasp of grammatical rules By providing the correct formulation, students will gain a deeper understanding of both the answer and the reasoning behind it.
明确提问的目的，合理设计问题
针对教师课堂提问的有效性不高这一问题，应采取以下策略：
Firstly, it is essential to carefully design questions Teachers should prepare detailed question plans during lesson preparation, considering how many questions to create, the types of questions to include, what each question will assess, who will be asked, and when the questions should be posed.
When designing questions for beginner-level oral Chinese classes, teachers must consider both the teaching content and the current language proficiency of their students It's essential to avoid focusing solely on teaching highlights and challenges, as this can lead to questions that are either too difficult or too easy for students Such an imbalance may hinder students' ability to grasp new knowledge and disrupt effective classroom interaction.
Thirdly, the questions should be relevant to everyday life The goal of Chinese speaking classes is to enhance Vietnamese students' Chinese expression skills, so the questions must closely relate to their daily experiences and learning situations This approach will stimulate students' interest in learning and encourage them to speak more, ultimately improving their Chinese communication abilities.
The formulation of questions must be concise, clear, and precise, ensuring that the meaning is unambiguous and the language is appropriate for the students' level This is particularly crucial for beginners in Chinese, as if students do not understand the questions, they cannot respond, hindering classroom interaction.
第五，多个问题应层层递进，由易到难。教师通过“问——答—
—追问”使学生在回答问题时，新语言点得到充分练习。
注重非语言行为
Teachers' questioning in the classroom involves not only verbal communication but also unconscious non-verbal behaviors that convey information Effectively utilizing non-verbal cues can significantly enhance the impact of classroom questioning Non-verbal behaviors, including body language, eye contact, facial expressions, gestures, and posture, serve as powerful tools, particularly in second language instruction Research from classroom observations, surveys, and interviews supports this conclusion The richness and diversity of teachers' non-verbal behaviors can better stimulate student participation and boost their confidence, manifesting in several key ways.
（1）面部表情。教师可以通过一些面部表情传递信息，例如：抬眉头
Teachers effectively use a variety of facial expressions, such as questioning looks, smiles for positive reinforcement, closed eyes to indicate deep thinking, and furrowed brows to express confusion, to clearly communicate with students.
Using diverse facial expressions in teaching enhances engagement and fosters a sense of approachability In contrast, a lack of facial expressiveness can create a tense atmosphere, leading students to feel negative and fearful during lessons.
Eye contact serves as a powerful form of communication between teachers and students, often described as "talking eyes." This non-verbal interaction reflects a deeper connection of hearts and minds during various classroom activities, including reviews, introductions, and new lesson presentations Teachers should effectively harness the expressive potential of their eyes; for instance, widening their eyes in surprise when a student answers correctly or conveying curiosity through questioning glances when a student makes a mistake.
Effective body language from teachers can significantly enhance student engagement For instance, when a teacher leans slightly forward and listens attentively while a student answers a question, it conveys respect and encourages the student to participate more actively Additionally, when a student provides a good response, a positive gesture from the teacher, although it may seem minor to the teacher, sends a powerful message of appreciation and support to the student.
The teacher's physical position and proximity to students during question-and-answer sessions significantly impact student participation For instance, when a student from the back row responds, the teacher can enhance engagement by moving closer, fostering a sense of respect and connection This dynamic interaction encourages students to participate more actively in the classroom.
In summary, when students respond to questions, they engage in a form of self-expression that seeks recognition and care from others The teacher's attentive gaze, leaning in to listen, and using appropriate gestures serve as significant encouragement for students, enhancing their self-esteem and confidence Non-verbal behaviors convey clear signals without the need for words, often resonating more authentically with second language learners than verbal communication My teaching experience has demonstrated that effectively employing these non-verbal techniques can significantly improve interaction between teachers and students, positively impacting learning outcomes.
In any classroom, questioning is both an effective teaching method and an art form that warrants continuous exploration In beginner Chinese language classes, the role of questioning is crucial, as high-quality questions not only engage students but also foster a dynamic interactive atmosphere It is essential for educators to employ appropriate questioning strategies Observations indicate that while beginner Chinese language teachers consciously use questioning for student-teacher interaction, they tend to rely on a limited range of methods compared to more experienced educators, particularly in capturing and exploring student inquiries Therefore, it is vital for beginner teachers to refine their questioning techniques and analyze student responses more thoroughly Additionally, systematic training for beginner Chinese language teachers should include modules focused on questioning skills, utilizing case studies and simulated classrooms to enhance their abilities Emphasizing the development of questioning skills in beginner Vietnamese Chinese language teachers should be a key component of new teacher training programs.
以上的研究表明，课堂提问不只是在于“提出一个问题”或者
The act of asking a question is not merely a simple exchange; it is a complex teaching behavior rich in meaning Questions are intricately connected to students, teachers, and the classroom context Each question posed in the classroom can only be analyzed educationally and mathematically within its specific situational context A common shortcoming in much of the current research on classroom questioning is the detachment from these concrete classroom situations The effectiveness of a question relies not only on the words used but also on vocal tone, emphasis, word choice, and the context in which the question is posed The manner in which a question is presented significantly influences how students perceive and engage with it.
This study aims to address three key questions regarding the current state of Chinese language teaching in two schools in Vietnam: What is the reality of classroom questioning? What issues exist within these questions? What strategies can enhance the quality of classroom questioning? Utilizing literature review, classroom observation, and surveys, the author developed a questionnaire to assess the current state of classroom questioning in beginner Chinese classes in Vietnam, gathering insights from 200 students and 10 teachers The findings indicate that the overall quality of classroom questioning in Vietnamese beginner Chinese education is less than ideal Despite some positive aspects, analysis of observations and survey responses reveals that the distribution of question types is often unbalanced, with an overabundance of display questions compared to referential questions, leading to a lack of engagement among students.
Classroom questioning can be hindered by issues such as insufficient time for students to think, favoritism in calling on individual students, and unclear expression of questions Based on interviews and personal teaching experience, this article offers strategies for Chinese language teachers to enhance their questioning effectiveness On a macro level, it emphasizes the importance of improving teachers' theoretical knowledge and genuine emotional investment On a micro level, it presents specific strategies, including increasing the proportion of reference questions, diversifying question types, choosing appropriate questioning methods, ensuring engagement of students in the back rows, allowing ample wait time for responses, enhancing feedback practices, clearly defining the purpose of questions, designing questions thoughtfully, and paying attention to non-verbal cues These strategies are detailed, practical, and feasible for implementation.
In summary, the ongoing "Chinese language fever" is raising expectations for the quality of Chinese language teaching and the qualifications of teachers Classroom questioning plays a crucial role in the interactive aspect of language education, which is a key highlight of this study However, due to the author's research limitations, there are several areas that require improvement Although observations were made in three different types of schools and surveys conducted with Chinese teachers in Hanoi, the generalizability of the findings remains limited Additionally, the conclusions and analyses may reflect the author's insufficient expertise, leading to some biased interpretations The proposed strategies lack depth and specificity, and their applicability and effectiveness require further validation These shortcomings need to be addressed in future research endeavors.
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