本研究從華語作為第二語言線上教學的課堂中，觀察到實習教師時常使用呢問句提問，為了解教師使用呢問句提問的功能，本研究以會話分析法，將線上教學的言談互動轉寫為逐字稿並進行標記，從師生的言談觀察呢問句所引導的問答特性，及其與課堂話題建構的關係。
研究結果顯示，教師會根據課程目標建立話題層次，再根據不同話題層次向學生提問。本文根據教師使用呢問句的不同功能將呢問句分類:一、為交際和教學使用的呢問句:教師以呢問句提問，引導學習者產出目標句，與教師進行真實的交流;二、為交際使用的呢問句: 呢問句延伸交際話題，使言談互動更具針對性;三、為教學使用的呢問句:教師以呢問句複習及操練目標形式。
觀察呢問句與話題的關係，呢問句一般在課堂主話題下的子話題及分話題上轉換提問的方向，學生因和教師共享同一個層次的話題語境而能理解呢問句的含義並回應。然而在以操練目標形式為主的課堂， 教學任務由教師的指導語建構而成，無明顯的交際話題，此時呢問句的意義需根據前文的指導語解讀。
根據研究結果，本文認為實習教師以呢問句提問前，需先建立話題的概念，根據不同話題層次設計適當的提問，並注意語言難度，方能使提問形式達到教學和交際的雙重功能。

This study observed teachers’ use of "Ne-question" to elicit interaction with students in Teaching Chinese as a Second Language online. In order to understand the function of teachers’ use of "Ne-question", the study transcribed the teaching videos and marked pauses and instances of laughter. We examined the characteristics of the speech sequence led by "Ne-question", and the relationship between "Ne-question" and the construction of topics. The results showed that the teachers’ questioning was hierarchical; they asked questions regarding different topics based on their teaching purposes. Teachers’ use of "Ne-question" achieved three functions: first, teachers used "Ne-question" to elicit interaction, leading the learners to practice speaking in the target language and engage in authentic communication with the instructors. Second, the "Ne-question" was used to broaden the scope of discussions and made the interaction more targeted. Lastly, the "Ne-question" was used to help learners practice speaking and further assess the students’ learning performance. The "Ne-question" was also used to change the direction of teacher questioning on sub-topics and sub-sub-topics, to ensure the students could understand the meaning of the "Ne-question" and respond to it through their understanding of the context. However, in a situation where the teaching purpose is to practice the targeted vocabulary or grammar, the topic was constructed by the teacher’s instruction, and the meaning of the "Ne-question" had to be interpreted according to it. Based on the results of the study, we suggest that teachers establish a hierarchy of conversation topics before using "Ne-question" in their teaching, and avoid giving instructions that go beyond students’ current proficiency level, allowing the questioning technique achieve its pedagogical and communicative functions.

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