A Survey And Research On The Characteristics Of Teacher Talk In The Course Of Oral Class Of Teaching Chinese As A Second Language

As a key part of language teaching,teacher talk plays an important role in the oral calss of Teaching Chinese as a Second Language.It is not only the main source of language input,but also the main teaching medium.In the face of students in different language stages,teachers' discourse also has dynamic characteristics.This study is based on the actual survey of oral English class,junior,senior class teachers in the discourse features in pattern and function,and then analyzes the adjustment strategies of teacher talk,to guide the students in two language acquisition.This article is divided into five parts:The first part is the introduction.First,it introduces the significance of topic selection,summarizes the research achievements of teacher talk at home and abroad,and then expounds the theoretical basis of discourse analysis and input hypothesis.Finally,it explains the research contents,research methods and sources of corpus.The second part investigates the pattern of teacher talk in the course of oral class.From the first turn angle of the statistics of the teachers and then the number of rounds,and calculate the length of teacher talk on Teachers' classroom proportion;second round conversion characteristics are analyzed,and the comparison of different stages of teachers turn way whether there are significant differences;finally the mode and structure of different stages of class session.The third part investigates the function of teacher talk in the course of oral class.Taking teachers' questioning and teacher feedback as the main contents,the characteristics of teachers' questioning and feedback in primary,intermediate and advanced stages were compared and analyzed.At the same time,three groups of teachers were asked whether there was significant difference in questioning and feedback.The fourth part investigates the strategies of teacher talk in the course of oral class.Through the actual classroom corpus,it is found that teachers usually use four strategies,such as adjusting speed or pause,repeating themselves and students' talk,transforming codes and exchanging descriptions,and making statistical analysis on the use of teacher talk adjustment strategies at different stages.The fifth part summarizes the characteristics of teacher talk in oral English class,and makes a comparative analysis of the characteristics and Strategies of teacher talk in three stages:primary,intermediate and advanced,and puts forward several teaching suggestions.The last part is the epilogue.It summarizes the research contents and achievements of this paper,outlines the shortcomings and limitations of this research,and puts forward the prospect for future teacher talk research.