A Study On The Discourse Of Immersion Chinese Class In The United States

The immersion foreign language teaching mode which originated in the1960s, has been widely concerned in the field of teaching Chinese as a foreign language in recent years. In China, this mode was originaly used in foreign language teaching, as well as being promoted in the areas of ethnic groups. In recent years, language immersion has developed rapidly overseas. This thesis aims to analyze immersion teaching overseas and to solve the following problems:Firstly, to compare the immersion Chinese teaching with the the non-immersion mode in the United States. Secondly, to explore what we can learn from the Chinese immersion teaching mode in the US. In this paper, the following methods are adopted:comparative analysis, discourse analysis and multimodal discourse analysis and so on. Comparative analysis between immersion and non-immersion mode lays a foundation for the fuether study of this mode and the suggestions which can be put forward.This article is divided into six chapters altogether:The first chapter is the introduction including the research overview, reaearch purpose, research methods and overview comments.The second chapter introduces the brief inforamation and the main methods for the case study of immersion and non-immersion Chinese teaching in the United States, including the research object, as well as the classroom discourse annotation standard and data.The third chapter is the comparailive analysis of different discourses in the immersion and non-immersion classroom, mainly focusing on the discourse interaction of teachers and students, their meaning negotiation model and the multimodal analysis, from which the significant differences can be concluded.The fourth chapter is to sum up the features of teachers’ and students’ discourses in the immersion mode class in the respect of teacher-student interaction as well as discourse strategies adopted by teachers.The fifth chapter is the revelation of immersion mode in foreign language, which can be divided into four aspects:Firstly, to discuss the applicability of the immersion mode in the United States; Secondly, to summarize the significance of immersion mode to the pluralistic society; Thirdly, to sum up the revelation of immersion mode to the design of multimodal discourse in classroom; Finally, we will discuss the teaching principles of this mode and its significance to TCSL. The sixth chapter is to summarize the full text and to point out the shortcomings of this research and the research prospects.