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“Middlebury mode” originated from Middlebury College’s summer campus, which have attractedmore and more attention in the field of teaching Chinese as a foreign language. Middlebury College holdsforeign language campus in the foreign language school every summer, In accordance with the language,there are10different summer schools: Russian, German, Arabic and Chinese, etc. Although the summerschool in Middlebury College’s Campus never defines a set of teaching mode, the teaching mode issummarized by their outstanding teaching achievement, nowadays, the scholars used to call teaching andmanagement mode adopted by the Middlebury College’s Summer School " Middlebury mode ". Thispattern has been gradually mature, stereotypes, and has a deep influence on Chinese language teaching inChina. The teaching mode of Middlebury mode is famous for its high frequently exercise of listening andspeaking, all the factors such as the way of questioning, the interval time, the degree of difficulty anddesign all have their own characteristics.As the exchanges of domestic and overseas language teaching have become more and more frequently,the traditional listening and speaking training comprehensive teaching method(referred to as "listening andspeaking training method") is received a lot attention in the domestic and overseas Chinese teaching field.As we all know, questioning in a classroom is an indispensable process in the language input. Soquestion-answer teaching is one of the most important factors in "listening and speaking training method".Without classroom questioning, the effect of language input will be greatly reduced,"cramming education"teaching can make learners produce negative emotions. Under this background, the method and mode of asthe core in question in teaching Chinese as a foreign language develops as bamboo shoots after a springrain in the field of teaching Chinese as a foreign language.At present, many language projects take in the strengths of the example “Middlebury mode " in China,such as PIB, ACC etc. ACC is the abbreviation of associated colleges in China; the program is held by theseven universities of US to strengthen their language training. Students come from more than20outstanding universities, it has16years of experience in running a school, obtain the United StatesDepartment of education Fulbright education fund, has made brilliant achievements, has become a leader in the United States of America overseas Chinese training projects. Now the project is located in the CentralUniversity for Nationalities.The research about “Middlebury mode” mostly focuses on the explanation and the summary of“Midlebury mode " at the moment, research mainly concentrated in the Middlebury summer school,Princeton in Beijing (PIB) and so on. Moreover, the study mainly on introduction of the nature, naming theconcept of “Middlebury mode” is not uniform, research on the ACC project is less and less. This teachingmode has not been an accurate naming of classroom questioning which belongs to “Middlebury mode”category and has its own unique characteristics for ACC, the research of ACC’s classroom questioning onlystay in an initial stage. There is great space in this field.This paper adopts natural survey method, case analysis method, comparative method, class type ofcomprehensive analysis and other methods, chooses ACC’s “exercise class” and “The conversationclass”(domestic Chinese teaching “Middlebury mode”) as the object of study, makes comparative researchon the questioning teaching design for the two kinds of class type, sums up the characteristics of “exerciseclass” and “the conversation class”, takes a comprehensive comparison of two kinds of class teachingprocess, teaching methods, teaching contents, teaching feedback, the teaching tools, questioning, questiontypes, questioning strategies and other issues, puts forward some suggestions on the advantages anddisadvantages, makes induction and generalization of “exercise class” and “the conversation class”. At last,proposes my own suggestions for the Chinese language teaching as the representative of ACC, hopes toprovide a reference for the classroom questioning method in Chinese language teaching.
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