A Study On The Classroom Instruction Language Of The Middle And Advanced Comprehensive Course Teachers’ In Teaching Chinese As A Foreign Language

Teacher instructional language is an important part of the classroom teacher’s discourse.It not only drives the rhythm of classroom teaching,but also provides the input of target language for non-native Chinese students,which is of great significance to foreign students.At present,the study of teacher instructional language in China is mainly concentrated in the English classroom.There are few studies on the Chinese language classroom,and there are fewer classes for a certain type of class at a certain stage.On the basis of the previous studies,the author examines and analyzes the linguistic forms and instruction strategies of the teacher’s instructional language through the classroom observation and recording of the four professors’ intermediate comprehensive class teachers and five professors’ advanced comprehensive class teachers.Combined with the students’ questionnaire survey of teachers’ instructions,and put forward suggestions for optimizing the teacher’s instruction.The main content of the full text has five parts.The introduction introduces the reasons for the selection of the thesis,the research significance,the research objects and research methods,as well as the related research results.The first part first explains the definition of the teacher’s instruction language,and divides the teacher’s instruction language into direct instruction language and indirect instruction language from the equivalent of language behavior and language function.The imperative sentence is divided into direct instruction words according to the definition of direct speech act;the declarative sentence,the interrogative sentence and the exclamatory sentence are all indirect instruction words.According to the classification criteria,the number and proportion of the nine teacher directives were analyzed.The second part analyzes the questionnaire survey conducted by students,understands the students’ preference preference for the teacher’s instructional words,and analyzes the validity of the nine teachers’ instructional terms.The third part starts from the pragmatic strategy of the teacher’s instructionallanguage,classifies the teacher’s instructional language,analyzes the instructional language of the nine teachers,and clarifies the types of classroom instructional language that the teacher tends to use,and analyzes whether the teacher pays attention to the student’s needs.And pointed out the problem.The fourth part points out the research conclusions of this paper and gives suggestions for optimizing the instructional language of classroom teachers from four aspects.It also points out the research shortage and the need for improvement,and prospects the future research direction of teachers’ instructional terms.