Research On The Use Of Language In The Classroom Of Online Chinese Teaching

In the process of teaching Chinese,classroom language is an important communication tool between Chinese teachers and students.The scientific rationality of classroom language is related to the quality of classroom teaching,and also has a significant impact on the ability of foreign students to master Chinese as soon as possible.This paper takes the online classroom language of the HSK Level 5 class of Vietnamese students in the second semester of the 2021-2022 academic year of J University in China as the specific research object,and deeply explores the characteristics,advantages and shortcomings of the online Chinese teaching classroom language by recording,classifying and analyzing the online classroom language used by two Chinese teachers,and proposes solutions to its shortcomings.This paper aims to provide some new ideas for improving the effectiveness of online classroom teaching through the study of classroom language.This article is divided into six chapters.The first chapter is an introduction.The introduction part introduces the research background,research purpose and significance,defines the research object,sorts out the relevant research results and existing problems of Chinese as a foreign language classroom language,and explains the research methods and theoretical basis.The second chapter is analyzes the use of online classroom language for teachers of Chinese as a foreign language.Through the definition and classification of online classroom terms,the use of vocabulary characteristics and sentence characteristics in these three aspects of prescriptive,evaluative and explanatory language was analyzed.The third chapter is collects videos of the online classroom language used by the two teachers and translates them with the classroom language used in the traditional offline classroom,so as to find out the differences between the classroom language used in online and offline teaching.The fourth chapter examines the advantages of online classroom language,as well as the problems and causes thereof.The main problems include frequent use of non-use oral language,too many invalid questions,insufficient interactivity of classroom language,etc.,and the causes of these problems are analyzed.The fifth chapter is pedagogical recommendations.Combined with case analysis and the problems found,it is proposed to enrich the forms of evaluation and explanatory language when using online classroom language,so as to add interest.Strengthen the design of questioning and reduce mantras;Suggestions such as flexible use of multimedia and emotional communication between teachers and students to make online classroom teaching more perfect.The sixth chapter is summarizes the ideas of the paper and identifies shortcomings.