A Study On Class Discourse Characteristics Of Overseas Novice Chinese Teachers

Teachers' discourse in class,as the main material that students can understand,plays an important and critical role in the development of students' language ability and the improvement of language proficiency.As with other practical knowledge of teachers,teachers' discourse ability,that is,teachers' ability to organize and use discourse in class,is also a dynamic process of development.As a practitioner who has just entered the Chinese class,novice teachers are not yet mature in their discourse,which is not fully developed,far from expert teachers.In the current academic circles,there are few researches on overseas novice teachers,especially on their discourse.Therefore,it plays a significant role to understand the characteristics and status of discourse in class of overseas novice teachers and to find solutions to solve their existing problems.Based on the related theories of second language acquisition and teachers' professional development,this article takes four novice teachers teaching in the Confucius Institute in Barcelona and their class discourse as research subjects,observes and records in the class,supplemented by interviews.Then based on materials of statistics and interviews,we summarizes the characteristics of novice teachers' discourse in class,figures out problems in comparison with the existing research results of discourse of expert teachers in order to find methods to improve and enhance the discourse abilities of novice teachers.First of all,this article briefly introduces the theories of input,interaction and output in second language acquisition theory,also summarizes the researches on teachers' discourse at home and abroad,the development of teachers' specialization and the current researches on novice teachers.Secondly,through the observation and record of the discourse of four novice teachers in class,based on the statistics and corpus,the characteristics of novice teachers' discourse are described and analyzed from the two dimensions of input and interaction.The characteristics of input includes the speaking speed,the use of target language and media language,vocabulary and sentences.The characteristics of interactivity includes the discourse volume,discourse interactive mode,questioning,feedback and strategies of interaction modification.Furthermore,we explore the influencing factors and causes combined with the interviews to novice teachers.Finally,through the comprehensive evaluation,attribution and thinking of novice teachers' discourse in class,this dissertation puts forward some reasonable and constructive suggestions to improve the discourse of teachers,promote the professional development of teachers and teachers' specialized training.