Liu Zeng Jiao, Yang Si Lin, Zhou Hong Xia

Abstract

This study takes a P2 Chinese oracy class in traditional English background in Singapore as the research object, enables the teacher to understand the different types and the functions of questioning and feedback mode and emphasis on the effective use of these strategies to construct a interactive oracy class, helping students produce meaningful output. Effective questioning strategies were used to trigger and promote the the interactivity between teachers and students, increasing the opportunities for students to use target language. A quantitative and qualitative mixed design was used to analyze the actual teacher talk before and after the experiment, to explore the effect about teacher questioning and feedback strategies on interactive oracy class.

Keyword(s) : teaching of Chinese oracy, teacher talk, interactive teaching mode, questioning, feedback