The Discourse Models Analysis In Chinese Language Classroom And Its Enlightment On Teaching

My dissertation will focus on analyzing the discourse models which existed in 16 classrooms of Teaching Chinese as the Second Language via introducing the Birmingham discourse analysis model proposed and reinforced by Sinclair and Coulthard(1975, 1992).The results of the analysis show that, firstly, the discourse model between students and teacher in these six classrooms vary, which can exist in more discourse models despite the IRF (Teacher Initiation, Student Response, Teacher Follow-up) Discourse Model. Secondly, three discourse models can be derived from the IRF, namely IR_S1/R_S2F, IR[I₁Ri₁(I₂R₂(I_NR_N))]F and IR₁F₁/R₂F₂/R_NF_N,respectively, which implies that there exists pre-sequence before the teachers initiate on the one hand; on the other hand, insertion sequence occurs during the communicative process between students and teacher. Thirdly, it can also be found that discourse in class is not initiated all by teachers; however, students share the responsibility. The basic model of this kind of initiation is IR Model, which means that the initiation is followed by a student's 'pre-initiation'. Also, the students rarely follow up what the teachers have responded.Based on the results, I conclude that compared with the IRF Discourse Model, using IR_S1/R_S2F, IR[I₁R₁(I₂R₂(I_NR_N))]F and IR₁F₁/R₂F₂/R_NF_N Models are more favorable to develop and improve the communicative skill of students. Therefore, I suggest that teacher would loosen the teacher-driven style teaching in class at a proper level. Instead, more opportunities can be created for students to participate in the learning process.