A Study On TCSL Teacher's Classroom Language

Language is the professional tool of a teacher, and teacher's language ability is a prerequisite of this profession. The language of a teacher of Teaching Chinese as Second Language (TCSL) plays a more important role than that of teachers in other subjects. This paper mainly deals with TCSL teacher's language in classroom, exploring its characteristics and rules so as to make some contributions to TCSL theories, and tries to offer some instructions to teaching activities. The paper first points out the importance of studying TCSL teacher's classroom language. In second chapter some relative studies are introduced.The third chapter goes on to explain the research design and method regarding this paper. We adopt the method of analyzing linguistic materials, and set up an altogether 113288-character stratified data base according to the order of character, word, sentence and paragraph. The research emphasis is put on word bank and sentence bank.The fourth chapter discusses the research result of the data analysis. We list 50 most frequently used words in TCSL classroom teaching language, and compare them with that in primary school teaching language. The parts of speech of the 50 words are also mentioned. The research implies that the vocabulary teacher uses in classroom is rather limited. Some routine classroom phrases and sentences consisting of a few simple words are repeatedly used. Also due to the restriction of classroom activity topic, some nouns are repeated frequently. And some words have different meanings and effects in classroom than in everyday use.In the research of sentence bank, we mainly look into the sentence length of the teaching language. The result shows that almost all sentences are within 15 characters, while most are within 7, and sentences within 3 characters make up the greatest part. It may be a proof that teacher tends to shorten his words in classroom teaching. Besides, we also make an investigation into questions. It shows that 3-character question is most frequently used. As to the question type, "特指-question" is most frequently used, followed by "是非- question". A special question, "' 留空-question", is also used a lot. Different types of questions have different uses in classroom.The fifth chapter further discusses the six characteristics of TCSL teacher's classroom language.The last chapter is a sum up of the research result, states that the paper is only a preliminary study of TCSL teacher's classroom language, and finally points out the future research direction.