Research On Teachers’ Interactive Language For Online Intermediate Chinese Comprehensive Course

In the classroom of second language acquisition,teachers’ use of classroom language affects learners’ learning results.In the process of teaching Chinese as a second language,the Chinese output by teachers in the classroom is not only a teaching tool,but also the main source for learners to obtain Chinese input.This is the particularity of Chinese as a classroom language for second language teaching.Therefore,the research on the classroom language of Chinese teachers is very important.In the Chinese classroom,which aims at cultivating learners’ ability to communicate in Chinese,interaction is an important form of classroom communication.Therefore,interactive teacher language has a very important research value to improve the effect of Chinese teaching.Most of the previous studies focused on the macroscopic analysis of the characteristics and principles of the language of teachers of Chinese as a foreign language,while there were few classroom language studies of Chinese teachers concerning specific class types and methods.In the post-epidemic era,the teaching form of Chinese class has changed from offline to online,which requires teachers to use relevant platforms for online teaching.The particularity and advantages of online Chinese classroom interaction have thus emerged.Based on the interactive theory and on the basis of adjusting the COLT scale,this paper conducts a comparative study on the interactive language of teachers in the online intermediate Chinese comprehensive course of new and experienced teachers,aiming to analyze the similarities and differences between the two types of teachers in the use of interactive language in the classroom through classroom observation.To explore how Chinese teachers can more effectively implement classroom interaction in online class,so as to improve the teaching effect.The objects of this study are two novice Chinese teachers and two proficient Chinese teachers from the School of International Cultural Exchange of Shanghai International Studies University.Using the quantitative research method of classroom observation,four teachers were filmed in class for two periods each,and the data were translated by software such as "Format Factory" and "Net Ease External Workbench",so as to obtain an observation corpus of nearly 60,000 words.It is found that there is no significant difference between novice teachers and skilled teachers in the use of classroom speed,both of which belong to the category of normal speed.In the use of classroom language,the two types of teachers almost focus on the target language(i.e.,Chinese),and most of them use the medium language(i.e.,English)when explaining new words.Compared with novice teachers,skilled teachers are better at asking reference questions to promote interaction.In terms of the use of platform tools,novice teachers can make full use of auxiliary teaching tools for auxiliary teaching,while the types and times of the use of tools by skilled teachers are small.In view of the similarities and differences in the use of the above dimensions by new and familiar hands,this paper gives the following suggestions: Take the students as the center,pay attention to the expression needs of students;Focus on the quality and quantity of students’ discourse output;Give full play to the advantages of the platform,enrich the forms of classroom interaction,and increase the communicative activities.It is hoped that the above suggestions can provide some help to the online classroom of new and proficient Chinese teachers,so that teachers can better implement classroom interaction and improve the teaching effect.