A Study On The Creation Of Context For Teaching Elementary Chinese Grammar From An Interactive Perspective

Classroom teaching cannot be separated from interaction,as well as context and interaction interact with each other.This paper explores the creation of contexts for teaching elementary Chinese grammar in an interactive perspective.This paper takes the teaching of elementary grammar in publicly published demonstration lesson videos as the object of study,transcribing a corpus of 36,659 words.This paper used Nvivo12 qualitative analysis software to code the corpus according to five major categories with a total of 23 variables,and 5689 nodes were counted and analysed.Using classroom observation,content analysis and conversation analysis,this paper observes the context creation process of elementary Chinese grammar teaching from the micro level and explores the characteristics of interactive discourse in the classroom.The conclusions are as follows.(1)The classroom is rich in interaction modes,with teacher-group interaction and teacher-individual interaction as the main modes of interaction,and a cross-interaction mode in which multiple modes of interaction are interwoven.(2)The necessary building blocks for the creation of grammar teaching contexts are contextual introduction and practice,the prototype structure is the CP structure,and the prototype process is the[C-P]process.The teacher uses objects and pictures,teacher-student behaviors and questioning to create as realistic a context as possible for classroom interaction,and is flexible in creating simulated and imagined contexts.(3)In terms of the number of discourse wheels,there is not much difference in the number of discourse wheels between teachers and students,and teachers have consciously increased the number of discourse wheels for students to enhance their participation.(4)The structure of the interactive conversations in the classroom was rich and varied.There were 30 structural patterns,including basic,extended,integrated and discontinuous structures,with the IRF and continuous structures being the main conversational structures.More than half of these structural patterns consist of sequences of consecutive speech wheels,such as[IR]~nF,I[RF]~n,[IRF]~n,etc.(5)Experienced teachers often use zero sentences,blank sentences and the discourse marker good to dominate classroom interaction.Teachers often use condensed zero-sentence forms when asking questions,correcting errors,evaluating,instructing and modelling,and interacting with students to present the corresponding combinations of conversational sequences.Using blank sentences to initiate interaction allows for collaborative teacher-student discourse building and can also trigger students to work together to create situations.The use of the marker good is used flexibly to dominate the classroom conversational rounds.The innovation of this paper lies in the combination of context and interaction,and the new and microscopic perspective of classroom observation.It also explores the structure of classroom discourse in a more comprehensive way.Guided by the theory of interactive linguistics,this paper analyses the characteristics of the teacher’s behaviors and their linguistic forms in an interactive conversational sequence in the context of teaching elementary Chinese grammar.