Preliminary Exploration Of Chinese Classroom Discourse Analysis

New Curriculum Criterion for Chinese emphasizes that teacher and students should have a equal dialogue in the Chinese classroom.Under this circumstance,there is a turn-taking created,which needs particitants to understand their responsibility so that they can perform the correspondent behaviors in the dialogue.Teacher-and-students dialogue will be stopped,if listeners fail to understand what speaker says.Being a prerequisite in the dialogue between people,there are phenomenons happened such as discourse interruption,repetition and pause.while teaching Chinese,there are the same phenomenons that will affect Chinese classroom. Meanwhile,New Curriculum Criterion for Chinese puts forward that we should cultivate students' exploring consciousness and develop their exploring ability.If we are going to do these,students'subject positions must be pursued,that is to say, we should inquiry whether teacher-and-students discourse communication pattern will help develop students' exploring consciousness and ability. According to reasons mentioned above,the study is to introduce the theory of discourse analysis to Chinese classroom by the dimensions of turn-taking,discourse behavoir and discourse structure in order to reveal the dynamic essence and characteristic of classroom discourse.The first-key section analyzes turn-taking mainly which is a fundamental concept in the classroom discourse analysis for Chinese and a key factor of propelling dialogue.After defining the turn-taking and explaining its characteristics,I analyze the composition of turn-taking,its types and explores its values in Chinese classroom teaching, following which is turn-taking waiting time and its distribution. The introduction of turn-taking can display Chinese classroom teaching of microscopic activity for revealing the dynamic essence and characteristic of classroom discourse.The second-key section discusses teacher-and-students discourse behavior. These phenomenons must be appeared in the dialogue such as discourse interruption, repretition and pause.By analyzing these discourse behaviors'types,fuction and effect is to give a help to Chinese classroom teaching.In the third-key section,teacher-and-students discourse structure is analyzed here.I look into the types,function and effects of teacher-leading and student-independencing discourse structure.In the producing and exploring Chinese classroom,we need both teacher-leading and student-independencing discourse structure,putting them together and bringing them into play effeciently to create much better circumstance of developing students'exploring abilities.