The Comparison Of Classroom Laguage Input And Output Between Chinese Teacher From China And Australia

The author worked as a volunteer Chinese assistant teacher in Australia for nearly one year.During this one year,the author's work is to help local Chinese teachers with their teaching tasks.Through a long-term observing and participation,the author found that the teaching method of Australian Chinese teacher and native Chinese teacher are very different as they both teach year 7 classes.In view of this,this thesis will make a comparison between Australian and native Chinese teachermainly from the aspect of classroom language input and output.Observation?record and interview methods will be used in this thesis.This thesis is based on China-Australia teachers' teaching cases and interviews.The thesis analyzed and compared China-Australia teachers' classroom language input from the following parts:input quantity,input methods,input materials and input effects.Moreover,the thesis analyzed and compared China-Australia teachers'classroom language output from the following parts:teachers' criteria of output,training methods and teacher's feedback to output.In addition,this thesis also analyzed the reason why Australian Chinese teacher and native Chinese teacher are different in terms of classroom language input and output.The reasons are as follows:language education concept,major background and professionalism,different classroom environment,different relationship between teachers and students as well as individual factors of teachers and students.At the end of the thesis,the author puts forward some critical thinking and suggestions about classroom language input and output when teaching in overseas Chinese classes.