Study On Turn-talking In Chinese Intensive Reading Class

Content:As one of the main classes in TCSL, Chinese intensive reading interlude in other classes, thus consolidate and comprehensive. This paper combines turn-talking theory of conversation analysis theory and class syllogism of Birmingham school, employ class observation and survey analysis, tries to restore the original appearance of turn-talking between teacher and students in Chinese intensive reading class based on data statistics, and study on this issue both on macro and micro perspective.Macro perspective, which is borrowed from class syllogism stated by Birmingham school, constitute of initiate, responds, and feedback. With guidance of turn-talking theory in conversation analysis, this kind of IRF framework is regarded as a simple turn-talking between teacher and students, and studied according to their categories and concrete conditions respectively. In the first section, we analyze the forms of teacher’ initiates in three different perspectives, mode of questioning (verbal and non-verbal), mode of choosing object (optional and designated), and style of questioning (including sentences with empty, phonic protraction, interrogative sentences, giving context, and sentence-making). In the second section, analysis is followed by students’answering and differentiated between initiative response and passive response. In the third section, we inspect teacher’feedback by categories, in this section we introduce some concepts of conversation analysis, aim to rediscover class conversation from different mode of feedback, and explain these phenomenon with the help of mass data.Micro perspective is the application of turn-talking theory in Sacks’conversation analysis to Chinese intensive reading class. As the guide in the class, teacher’effective control to class turn-talking can promote the teaching efficiency availably. Therefore, it is very helpful for Chinese teachers to analyze the mode of turn-talking between teacher and students with this theory both in verbal and in non-verbal.The data and analysis in this paper are based in nationalities, gender, and Chinese language level of foreign students; therefore, the influence of personal characteristic of students cannot be excluded.Based on the above theory and data analysis, it can be concluded by the classification of categories and concrete conditions of turn-talking based on class syllogism and the main made of turn-talking between the teacher and students. This paper provides reference for the following class analysis as well as for Chinese intensive reading teachers.