チームティーチングにおける教師からの質問について : CSLの事例研究をもとに

概要

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Teachers' questions constitute a major part of classroom discourse and have attracted particular attention in second language acquisition. This paper presents a quantitative-qualitative study of the questioning behavior of two co-teachers in a Chinese as a second language (CSL, Mandarin) classroom through non-participant observation. The study shows that display questions were asked far more frequently than referential questions and an equal number of referential questions were addressed to the students and exchanged between the co-teachers. Although both teachers were capable of asking questions and formulating them in both the L1 and L2, their questioning frequency and language choice distinguished the different roles they constructed for themselves in the classroom. Four conclusions are drawn: (1) display and referential questions are equally important in engaging students in the learning process and facilitating teacher-student interaction; (2) the use of the L1 is conducive to language learning; (3) team-teaching allows more flexibility for teacher questioning; and (4) the exchange of referential questions and responses between the co-teachers helps the students experience how the L2 is contextualized in the real world.