本文試圖以一小型課堂觀察研究揭示華語課堂裡的師生提問特色，學習者的語言程度為本研究設定的變數。面對不同語言程度的學習者，教師如何調整提問功能與形式以適應學習者未臻完美的語言程度並引發語言互動。語言程度不同的學習者所使用的提問功能與形式又如何幫助他們取得可理解的輸入與輸出並尋求新信息。本研究進入課堂觀察師生提問的語言特徵，並以Long and Sato（1983）的提問功能分類系統與漢語疑問句形式分類做為互動分析之本。研究發現不論學習者語言程度為何，教師提問數量比學習者多，但是學習者語言程度越高，教師提問逐漸減少，學習者提問逐漸增多。學習者的語言程度越低，教師使用越多信息提問，學習者語言程度越高，教師使用信息提問的數量並沒有隨之增加。學習者的語言程度越低，教師使用越多教學提問。學習者的語言程度越低，教師與學習者使用越少回應性提問；學習者的語言程度越高，教師與學習者使用越多回應性提問。隨著學習者語言程度提高，教師使用特指問句的比例降低。學習者語言程度越高，教師使用越多選擇問句；學習者語言程度越低，教師使用越少選擇問句。觀察發現學習者語言程度越高，學習者並未使用越多特指問句。學習者並未隨著語言程度提高使用越少是非問句。初級班與高級班學習者並不使用選擇問句，中級班學習者出現頻率亦十分低。本論文希望基於此觀察發現提出教學建議，祈使華語教師能有效使用此教學工具。

The study is based on the classroom research approach. The purpose is to discover the use of questioning among teachers and their students in a setting of teaching Chinese as a second language. The present study is interested in what functions and forms of questions teachers use to elicit verbal interactions in the classroom. Also the present research is interested in what functions and forms of questions students use to help themselves seek for new information and negotiate meaning. Student language proficiency is the variable of the observation. The category system developed by Long and Sato（1983）is adopted to analyse the functions of questions. The Chinese interrogative system is adopted to analyse the forms of questions. The results reveal that no matter what student proficiency levels are teacher questions outnumber student questions. However、students with higher language proficiency ask more questions and their teachers tend to ask fewer questions. Teachers teaching a class with a lower proficiency level ask more referential questions. The numbers of teacher’s referential questions do not increase with the increase of student proficiency levels. Teachers teaching a class with lower proficiency level tend to ask more display questions. Besides、teachers and students ask fewer echoic questions in a class with a lower proficiency level. With the increser of student proficiency level、teachers and students ask more echoic questions. Teachers ask fewer question-word questions and ask more disjunctive questions with the increase of student proficiency levels. Learners with higher proficiency do not ask more question-word questions and do not limit the use of particle question. Disjunctive questions do not appear in basic and advanced classes. It’s also rarely asked in intermediate class. The study proposes some padegogical suggestions in the hope that teachers can use questions in their classroom in a more efficent way.

中文部分
范繼淹 (1982)。是非問句的句法形式。中國語文、6、426-434。
呂叔湘 (1985)。疑問、否定、肯定。中國語文、4、241-250。
黃正德 (1988)。漢語正反問句的模組語法。中國語文、4、247-263。
邵敬敏 (1996)。現代漢語疑問句研究。上海：華東師範大學出版社。
陳瑤 (2002)。課堂觀察指導。北京：科學教育出版社。
陳俊光（2007）。對比分析與教學應用。台北：文鶴出版社。
靳洪剛（2004）。中文教師提問能力的培訓。Journal of the Chinese language teachers association ,39:3、29-50。
林雅惠 (2004)。華語文教師課堂語言對教學之影響─以師大國語中心之強化輸入為例。台北市：國立台灣師範大學碩士論文（未出版）。
胡菁琦 (2001)。國語附加問句的言談功能與語法化研究。台北市：國立台灣師範大學碩士論文（未出版）。
金兌珍 (2004)。韓童在台雙語學習互動情況【臺北韓僑小學個案研究】。台北市：國立台灣師範大學碩士論文（未出版）。
孫淑儀 (2005)。戲劇創作與演出在華語文教學上成效研究。台北市：國立台灣師範大學碩士論文（未出版）。

英文部分
Allwright、D.、& Bailey、K. M. (1991). Focus on the Language Classroom: An introduction to classroom research for language teachers. New York: Cambridge University Press.
Applebee、A. N.、& Langer、J. A. (1983). Instructional scaffolding: Reading and writing as natual language activities. Language Arts、60、168-175.
Brock、C. A. (1986). The effects of referential questions on ESL classroom discourse. TESOL Quartely、20(1)、47-59.
Brown,H.D.（1994）. Teaching by Principles: an interactive approach to language pedagogy. New Jersey: Prentice Hall Regents.
Brown、H. D. (2000). Principles of Language Learing and Teaching (4 ed.). New York: Longman.
Bruner、J. (1978). The role of dialogue in language acquisition. In A. Sinclair、R. Javella & W. Levelt (Eds.)、The child's conception of language (pp. 241-256). New York: Springer-Verlag.
Chaudron、C. (1983). Foreigner talk in the classroom - an aid to learning? In H. W. Seliger & M. H. Long (Eds.)、Classroom Oriented Research in Second Language Aquisition (pp. 127-143). Rowley: Newbury House.
Chaudron、C. (1988). Second Language Classrooms: Research on teaching and learning. New York: Cambridge University Press.
Chen、C. Y. D. (2006). From input to output: A case study of classroom questioning in a CSL setting. Paper presented at the the Second CLS International Conference、CLASIC、Singapore.
Ellis、R. (1990). Instructed Second Language Acquisition. Oxford: Blackwell.
Fanselow,J.(1987). Breaking rules:Generating and exploring alternatives in language teaching. New York: Longman.
Fillmore、L. W. (1982). Instructional language as linguistic input: second language learning in classrooms. In L. C. Wilkinson (Ed.)、Communicating in the classroom (pp. 283-296). New York: Academic Press.
Gass、S.、& Selinker、L. (1994). Second language acquisition: an introductory course. Hillsdale、NJ: Lawrence Erlbaum Associates、Inc.
Gumperz、J. J. (1976). The sociolinguistic significance of conversational code-switching.
Howatt、A. P. R. (1984). A History of English Language Teaching. Oxford: Oxford University Press.
Hudson、R. A. (1996). Sociolinguistics (2 ed.). New York: Cambridge University Press.
Johnson、K. E. (1995). Understanding Communication in Second Language Classrooms. New York: Cambridge University Press.
Kearsley、G. P. (1976). Questions and question asking in verbal discourse: A cross-disciplinary review. Journal of Psycholinguistic Research(5)、355-375.
Krashen、S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon Press.
Li、C.& Thompson,S.A.（1983）Mandarin Chinese: a functional grammar.（黃宣範譯）Taipei:Crane Publisher.
Long、M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.)、Handbook of second language acquisition (pp. 413-468). San Diego: Academic Press.
Long、M. H.、& Sato、C. J. (1983). Classroom foreigner talk discourse: forms and functions of teachers' questions. In H. W.Seliger & M. H.Long (Eds.)、Classroom Oriented Research in Second Language Acquisition (pp. 268-285). Rowley: Newbury House.
Long,M.H. (1983).Native speaker/ non-native speaker conversation and negotiation of meaning.Applied Linguistics、4、126-141.
Mehan、H. (1979). Learning Lessons: Social Organization in the Classroom. Cambridge、MA: Harvard University Press.
Nunan、D.(1989). Designing tasks for the communicative classroom. New York: Cambridge University Press.
Palincsar、A. S. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist、21、73-98.
Pica、T.、& Long、M. H. (1986). The linguistic and conversational performance of experienced and inexperienced teachers. In R. R. Day (Ed.)、Talking to Learn: Conversation in Second Language Acquisition (pp. 85-89). Rowley: Newbury House.
Richards,C.& Rodgers,T.（2001）Approaches and methods in language teaching.（2nd ed.）.New York: Cambridge University Press.
Savignon、S. J. (2001). Communicative Language Teaching for the Twenty-First Century. In M. Celce-Murcia (Ed.)、Teaching English as a Second or Foreign Language (3 ed.、pp. 13-28). Boston、MA: Heinle & Heinle.
Seliger,H.W. (1983).Learner interaction in the classroom and its effect on language acquisition. In H. W.Seliger & M. H.Long (Eds.)、Classroom Oriented Research in Second Language Acquisition (pp. 268-285). Rowley: Newbury House.
Swain、M. (1985). Communicative competence: some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.)、Input in second language acquisition (pp. 235-253). Rowley: Newbury House.
van Lier、L. (1988). The Classroom and the Language Learner: Ethnography and Second Language Classroom Research. London: Longman.
van Lier、L.(1996). Interaction in the language curriculum: awareness、autonomy & authenticity. New York: Longman Group Limited.
Walsh,S.(2006). Talking the talk of the TESOL classroom. ELT Journal,60(2)、133-141.
Wilen、W. (1987). Questioning skills for teachers. Washington、D.C.: National Education Association.
Wilkinson、L. C. (1982). Introduction: A sociolinguistic Approach to Communicating in the Classroom. In L. C. Wilkinson (Ed.)、Communicating in the Classroom (pp. 3-12). New York: Newbury House.
Yang、H. (2006). A report of an ESL classroom observation in two language schools in Auckland. TESL Canada Journal、23(2)、1-13.

工具書
Richards、J. C.、Platt、J.、& Platt、H. (1998). 朗文語言教學及應用語言學辭典 (Longman Dictionary of Language Teaching & Applied Linguistics (管燕紅、Trans.). 香港: 培生教育出版亞洲有限公司.
教育部國語辭典網路版。2007年4月25日。http://140.111.34.46/dict/