Classroom Discourse Analysis In Intermediate Oral Chinese Classroom

Classroom teaching cannot proceed without the discourse interaction between the teacher and the student,and effective classroom learning is achieved in the intertwined teacher-student classroom discourses.This thesis,on the basis of the theory of discourse analysis,studied the Oral Chinese Class of three classes of the fourth year Chinese majors at the Chinese Department of Kazakhstan Eurasian University,and explored the classroom discourse by applying the data from classroom recordings and interviews with the teacher and the student.This study found,in general,that the teacher made up the major amount of classroom discourse,the student were given few chances to talk and to take turns in classroom discourse,and the teacher was unaware of when and how to allocate the chances to talk in classroom.Therefore,this study suggests that the teacher improve the quality of classroom talk and exploit classroom time reasonably;the teacher guide the student to actively interact in class;the teacher apply flexibly questioning skills to take account of the whole class;the teacher lead the student to master the strategies of turn-taking in interactions,and the teacher make full use of teaching aids to stimulate the student's motivation.