Research On The Classroom Interaction In The Primary Level Speaking Class Of Teaching Chinese As A Second Language

This dissertation analyzes interactive models in elementary Chinese oral classes of five lecturers from the International Chinese College, Sun Yat-Sen University. The theoretical framework of the dissertation is based on the discourse analysis model of the Birmingham School and the discourse structural pattern of English classes of Yue'e Li. The data comes from classroom videos of the five lecturers. The dissertation describes and analyzes transcriptions of classroom videos in detail and summarizes the interactive model of elementary oral Chinese class as a foreign language.There are two categories of the interactive model. Interactive models are diverse, but elementary oral classes are generally based on IRF model. According to the analysis of data and transcription, the author finds that the interactive models are more reasonable in classes of experienced teachers than in novice teachers.In addition, the dissertation examines the correlation between students' oral scores, which are their Chinese proficiency, and students' interaction in the class through SPSS software analysis. According to the SPSS analysis, an obvious positive correlation can be seen, which is to say, more interaction leads to faster improvement of Chinese proficiency. Moreover, reasonable and various class interactive models can effectively improve the effect of the class interaction, so as to stimulate students' enthusiasm in the class interaction. Through the quantitative and qualitative analysis of the data, the author concludes some implications for teaching and also puts forward several suggestions for ways to apply class interactive models.