The Existing Problems of Questioning Teaching Method in Elementary Chinese Language Teaching in Cambodia

This article thoroughly investigates the application and issues of questioning-based pedagogy in primary Chinese language teaching Cambodia proposes practical solutions to address these issues. Drawing on a comprehensive review previous research findings personal experience, this delves into strategies forms classroom questioning provides detailed analysis actual challenges faced by Cambodian learners when asking questions class. Through contextual analysis, comprehensively describes deeply analyzes current status classrooms Cambodia, puts forth series specific recommendations existing practices Cambodia. The aim is provide assistance teachers researchers field promote continuous improvement