Online Chinese Ouestion-Answer Class For Teachers And Students Interactive Analysis Of Discourse

With the new Chinese epidemic sweeping the world,offline Chinese teaching has been hampered and online Chinese teaching based on online platforms is now the main teaching method.As a supplement and extension of the integrated Chinese language classes,online Chinese Question-Answer classes reproduce language and cultural points,consolidate classroom content and provide a way for learners to effectively export Chinese.In order to investigate the characteristics of online Chinese Question-Answer classes in terms of classroom discourse interaction and to understand the problems of teachers in designing and organising the classes,this paper takes online Chinese Question-Answer classes as the object of study,based on the classroom observation scale,with the help of classroom video and transcription data,and examines the "classroom interaction events"and "classroom discourse interaction communicative".This paper uses the classroom observation scale and classroom video and transcription data to analyse the characteristics of students’ classroom discourse interactions in terms of "classroom interactive events" and"communicative classroom discourse interactions".The study found that in terms of "classroom interaction events",the types of interaction were mainly teacher-individual interaction and control-obedience type interaction.In the question-and-answer sessions,learners spent a high proportion of time on individual activities and had sufficient time to speak individually.Both teachers were aware of the need to facilitate learners’ expression of ideas in Chinese.The classroom also had a high proportion of materials specifically prepared for second language learners,and the activities were relevant,authentic and contextualised.However,there were few group and class-wide activities,the form of interaction was relatively homogeneous,the teacher had a high proportion of time to control the topic,and the atmosphere of free expression in the classroom was lacking;in terms of "communicative discourse",the number of times the teacher and students used Chinese and the teacher’s authentic messages and questions were high,and the teacher was able to ask questions based on the learners’ real-life situations and provide the learners with plenty of The teacher is able to ask questions based on the learners’ real-life situations and provide the learners with a lot of opportunities to express themselves in Chinese.The teacher is able to ask questions based on learners’real-life situations and provide learners with plenty of opportunities to express themselves in Chinese.Teachers are able to expand vocabulary,reproduce language points and extend topics in relation to the content of the integrated and cultural lessons.However,the teacher’s language is heavily colloquialised and the questioning is too intensive and lacks gradation and progression.Learners’ language is fragmented and illogical,and the classroom lacks support for learners’ expressions in paragraphs and supporting materials.The teacher’s tolerance of learners’ errors in expression is high,and not enough attention is paid to the development of learners’ ability to express themselves in Chinese.Overall,the quality of teacher-student discourse interaction was low.Based on the results of the scale analysis and the observation of the classroom playback videos,this study provides reference suggestions for online Chinese teachers in terms of optimising the classroom activity settings and improving the quality of discourse interactions.In terms of optimising classroom activities,teachers should increase the number of free discussion sessions to provide opportunities for learners to initiate discourse.At the same time,teachers should add cultural elements of the target country to the interactive topics in class to increase learners’ interest in Chinese language output.In terms of improving the quality of discourse interaction in class,teachers should enrich the form of discourse,enhance the standardization of teachers’ language,pay attention to the quality of learners’ Chinese language output,and enrich the medium of discourse interaction to provide support for learners’ high-quality Chinese language output.