A Study of Novice Teachers' Questioning in Online Interaction

• Main Authors: Lin, Yu-Chien, 林郁阡
• Other Authors: Tseng, Chin-Chin
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/29429234682393325308

碩士 === 國立臺灣師範大學 === 華語文教學系 === 104 === Teachers’ question is an essential part of classroom discourse and is also the first step to develop the interaction between teachers and students. Teacher’s questioning does not only help to elicit student’s language output, but also stimulate student’s thinking and learning. Different types of questions and different ways of asking questions has important implications on the effect of students’ enthusiasm in learning and participating in class. If a teacher utilize question ineffectively, students will not be interested in learning and may become less motivated to participate in class. Therefore, teachers’ questioning play an important role in classroom and it is a matter worthy of academic attention. In this study, a Chinese as a second language teacher’s questions were classified. The data was collected through observation of five novice teacher’s questioning in synchronous distance instruction. Three aspects of teachers’ questioning including question types, question form, and feedback was analyzed. After analyzing the obtained data, it was found that knowledge question, among different question types, was the the most frequently posed questions, and inference question is the least frequently used question type. As for teachers’ questioning form, the most frequently used is wh-questions and the least frequently used is disjoined questions. Last, it was found that positive feedback such as praise is the main feedback form of teachers. Teachers would also give more than one form of feedback and the most frequently used is praise and repetition. Furthermore, the data was also collected through questionnaire. The questionnaire is tended for Chinese language teachers and graduate students who major in Teaching Chinese as a Second Language as a means to provide feedback regarding to the five teacher’s questioning in online teaching. The questionnaire was calculated to evaluate the effectiveness of teacher’s questioning and the feedback was analyzed using descriptive narratives. The result of the questionnaire shows that the teachers’ questionings are mostly ineffective due to a lack of experience in questioning, teachers’ knowledge appears to be insufficient, etc. Finally, the result of this study proposes a conclusion and provide some suggestions to teacher’s questioning.