Analytics And Strategies On Situations Of Using Classroom Language In The Chinese Teaching Of Korean High Schools At Present

It is a basic skill that using classroom language effectively, the teacher should get the rightclassroom language, he or she want to finish the class successfully. Using classroom Chineseproperly can not only make the Chinese teaching smoothly but also improve students’ Chinese.Unfortunately, the teachers don’t realize it. There are just a little teacher who use classroomChinese, but some problem of using classroom Chinese can be found. On the other side,Korean and other medium language, such as English, are using frequently.Writer survey the using Classroom Language in the Chinese Teaching of Korean HighSchools in Souel, Kwangju, Gangwon, Jeollanam-do and etc, from questionnaire andobserving, by the quantitative and qualitative analysis method. The paper is based on thetheories that include: linguistics, pedagogy, psychology, sociolinguistics and interculturalcommunication. The survey is mainly about the sense, method and acceptance on theclassroom Chinese. We find some features and problems on the classroom language in Chineseteaching of high school in Korea, and offer some using principles and strategies.The article concludes four parts:First part: Introduced the current research and significations of the topic, pointed out themethod and theory as the foundation.The second part: Explain the classification and function of the classroom languages thatare classified to five kinds include greetings, commands, askings, evaluations and endings.The third part: Survey and analyses the situations of using classroom language in theChinese Teaching of Korean high schools at present. We find and some problems on theclassroom language in Chinese teaching of high school in Korea and analyses the cause, by theresult statistics.The last part: Offer some using principles and strategies, and then create a series ofclassroom Chinese template, which can be used on teaching Chinese as the second language.