A Study On Classroom Practice In Teaching Chinese As A Foreign Language

Class training is an important part of teaching and also an important form of class teaching. Results of the training not only determine the learning effect of students but also make students develop habits of studying in the future. This master thesis selects comprehensive lessons, speaking lessons and reading lessons from teaching videos of Chinese language demonstration classes of Beijing Language and Culture University. It studies and summaries characteristics of every teacher in training forms and training language.With respect to training forms, in the import segment, steps of training are fewer and training content is linked with teaching objectives. Comprehension training is the most used. The second is mechanical training and there is no flexible training. Questioning and retelling are the most use in comprehension training. In the words/phonetic training segment, teachers use more mechanical training on the basis of the behavior of learning theory after showing words and using extensive comprehension training based on cognitive learning theory after explaining words. In the text and the language points training segment, most of the teachers training text before language points. The order is:mechanical trainingâ†'comprehension trainingâ†'flexible training. Time of mechanical training is significantly shorter than comprehension training and flexible training, reflecting the "student-centered" concept of the constructivist learning theory. In the summary segment, the majority of teachers have no class training, and the rest of the teachers use more mechanical training or a little comprehension training.As to training language, in language forms, every teacher uses various forms of training and focuses on different forms. The vast majority of teachers use questioning as the most common method. The level of students is higher, questioning is more used. In language contents, teachers use foreign language with caution. In errors correction, the teachers correct errors instantly. The focus of correcting is based on levels of students. The higher is the student level, the more the voice correction is used. In the linguistic features, voice of teachers is overall good. Vocabularies and sentences are understandable. Topics and cultural contents adapt to the Chinese level of students and teaching knowledge. These reflect the intelligibility of "input hypothesis". Most feedback is encouraging language. According to the research, this master thesis respectively summarizes the principles and noteworthy issues of training, hoping to provide some useful reference for class training of teaching Chinese as a language.