The Study On Class Interaction Of Central Asian Students In Elementary Oral Chinese Class

The elementary–level oral study is a very important part of Central Asian returned students’ oral study. Speaking of learning is mainly conducted through class interaction, so the investigation of class interaction of Central Asian international students is non-ignorable. This study observed and analyzed the interaction of four Central Asian Students Elementary–level oral Chinese classrooms in Xinjiang Normal University.The full text is divided into five chapters. The first chapter is an introduction, which describes the background, purpose and significance of the research, and the summary of related research. Summary mainly includes three aspects: elementary oral Chinese research, related research and theory about classroom interaction, applied research of interactive teaching.The second chapter describes the research design, research method and illustrates the specific condition of the research objective. This part also discusses and illustrates the specific methods of data collection and organization.The main parts of this paper are chapter III and IV. Chapter III discusses interaction of the elementary –level oral class of Central Asian international students.Firstly, it discusses the present situation of the class interaction of Central Asian international students in oral Chinese class through teacher, students, and teaching materials; Secondly, it researches the oral Chinese class in seven aspects through real case and have a deep description of it. At the end of this chapter, I get the research result based on the collection and processing of class records and other empirical data.Based on the research and summary of Central Asian international students’ elementary oral Chinese class interaction in chapter III, the conclusion and inspiration are derived in chapter IV.First, according to classroom observation, interviews, statistics and empirical data analysis, I got several findings. The class interaction of Students from Central Asia lacks diversity and authenticity, and there are differences among interlingua selection, interaction pattern. Uneven distribution of question types also exists.Secondly, I have got inspiration in six aspects: First, set the teaching objectives clearly, design problems according to their situation, so that students can have the foundation to interact with each other; second, correct their mistakes flexibly, k, give praise timely, so that students are willing to act; third, focusing on cultural exchanges, increase interaction interesting, so that students are active; fourth, create the interaction situation and associate the class with their daily life, so that students have interaction really. fifth, design cooperative learning and provide performance platform so that students are happy to act.; sixth, rich the interactive forms and increase the amount of discourse, so that students would like to act as much as possible..Chapter V concludes the paper, points out the value of this research, and introspects the limitations and shortcomings of the research.