The Analysis And Application Of Teaching Chinese As A Foreign Language Social Interview Teaching Model Under The Theory Of Experience Of Cognitive Pragmatics

Learners learn a language,the purpose is not in the language itself but in how to "use" the language.Whether in the process of language production,development or change,or in the use of language,"human" has always occupied an important position;whether in the process of language consumption or in the production of language,"human" is always in the Subject position.In spite of this,many traditional language teaching methods still ignore the human’s subjectivity.Linguistics has undergone a long period of development since its birth until now,and related theories have also been deepened and improved.Among them,cognitive linguistics emphasizes the role of “cognition” and puts forward the “communicative perception pragmatic view”.The basis for advocating cognition is the body,which is generated by the interaction between the individual and the physical,social and cultural environment.The main ways of cognition generation are inference and internalization.Language is the embodiment of cognition.Experiential teaching emphasizes providing learners with sufficient knowledge transfer and conditions and opportunities for comprehensive use of language skills.Interview teaching as a common form of experiential teaching can naturally enrich their cognition through individual experience.The constructivist view of learning emphasizes the construction of knowledge by individuals and opposes the notion of “teaching = learning”.Chinese knowledge,grammar knowledge,and vocabulary knowledge are all acquired during the course of application and are acquired during the process of experiencing cognition.This cognition of experience is often presented in an implicit manner.However,the interview teaching conducted explicit processing through the actual situation of the interview.The learners built their new cognition on the basis of the original cognitive structure in the interview process,and In the process of building the system,it can also purposefully train its own autonomous learning ability and strengthen its own emotional experience.While the interview method was widely used,the author found that most teachers use the interview method as a kind of simple operation or practice in combination with their own teaching experiences and findings.The design is simple and notenough.The goal is not clear enough,and there is no evaluation after the task is completed.Therefore,such an activity falls into a simple form of chat,and“interviews” and chat are different.So the author had this question: Is the interview method really a simple homework exercise? In the current situation of being widely used,is interview teaching really an efficient teaching method? How can teachers and learners make full use of their role in each link to maximize learners’ benefits?This article combines empirical analysis to analyze the effectiveness of social interview teaching from both theoretical and practical aspects.At the same time,it details the related steps and operating principles of interview teaching,and elaborates on the role of social interviews in order to provide suggestions for teaching Chinese as a foreign language.Efficient teaching methods provide lessons.