The Effect Of Teacher Talk On Beginners’Chinese Output In Primary Classroom Overseas

This article is the research about the teacher talk which purposes are to promote students’ Chinese language output, The main discussion is the effect of teachers basic words, questions, feedback and negotiation on the students’spoken output.The paper is divided into four parts.First part is the introduction, mainly introduces background of this research and the importance of topics:The Chinese teaching overseas belong to the teaching of non-target language environment. Only in Chinese classroom the learners have the practice opportunities of Chinese output. This is an important factor which impacts and makes the gap of language’s proficiency between Chinese learners in foreign country and domestic foreign students. Therefore, this study aimed at teachers can use their own words effectively to promote the Chinese output of learners in the classroom. I will analyze the validity of teacher talk and learner’s output status in Primary Chinese classroom by doing some surveys about teaching in Chinese classroom and finding some examples in Georgian public schools. Finally, I classified and overviewed the journals and literatures I had consulted and referenced.Chapter One is the theoretical foundation of this dissertation. I aimed to teacher talk and student Chinese output as well as the correlation between the two to resume the information processing theory, the second language acquisition theory, the speech act theory and the discourse analysis theory. And the Comprehensible Input Hypothesis of Krashen, Output Hypothesis of Swain, Interactive theory of Long which are the essential theories. Among all, the Discourse analysis theory is the theoretical basis which the author did the empirical research. Then the paper analysis practical problems of the Chinese output in the teaching in the non-target language environment. I mainly take the example of teaching practice in Georgia.Chapter Two is the main part of the study, mainly discusses the strategies of teacher talk which can improve students’ language output. I discussed the influence of teacher talk on students’ Chinese output from four aspects:the basic words, questions, feedback and negotiations. And I made the corpus analysis and examples of survey while relating and analyzing to these theories, in order to make a combination of the study and practical teaching situation, then able to inspire and guide some teaching ideas about the beginners’Chinese classroom overseas.Last part is the postscript, I reviewed the importance of the research and gave some suggestion for teaching Chinese in foreign country. In this part I also explained other aspects to improve students’ Chinese output which also need us pay attention. For example, the conditions that teacher talk’s strategy can really work.