A Study On Classroom Instruction Language Of Pre-service Chinese Teachers In The Context Of Chinese International Educatio

Teacher’s classroom instruction language refers to the speech acts that teachers use in class to guide students to complete a certain task,organize classroom teaching and explain relevant operating procedures.As an important part of teacher’s speech act,teacher’s classroom instruction plays an important role in teaching Chinese as a foreign language.At present,the research in the field of TEACHING Chinese as a second language is not thorough enough,and most of it focuses on qualitative research.This paper takes pre-service Chinese teachers as the research object,focuses on the classroom instruction language of TCSL teachers,draws on the basic viewpoints of speech act theory,comprehensively uses literature review,classroom observation,quantitative analysis and other research methods,extensively collects the relevant corpus of teachers’ classroom instruction language,transcribe and analyzes it.Focus on pre-service mandarin teachers classroom instruction language in discourse,courtesy,using the characteristics of pragmatic strategy and so on,with the help of FIAS Flanders classroom interaction analysis system,the four pre-service mandarin teachers classroom discourse coding,using matrix analysis,the preservice Chinese teacher’s classroom instruction effectiveness investigates the problem of insufficient.On this basis,the corresponding solutions and countermeasures are put forward and the instruction language teaching design of Chinese teachers before entering the service is proposed.The paper points out that in terms of the amount of discourse,compared with the experience teachers,the pre-service teachers tend to send out less concise classroom instructions,and the request instruction language takes up more of the discourse.In terms of politeness,most pre-service teachers lay stress on the polite requirements of instruction language,and to some extent ignore the efficiency of classroom teaching.In terms of effectiveness,the instruction language of pre-service Chinese teachers is basically effective,but the degree is generally not high.This study suggests that pre-service teachers should establish a student-centered awareness,pay attention to the specific requirements of the use of instruction terms,strengthen the construction of teachers’ self-identity,and constantly improve the accuracy and effectiveness of classroom instruction terms.