A Survey Of Differences In Primary Classroom Language Between Thai Native Chinese Teacher And China Chinese Teacher

In the teaching Chinese as a Second language,Chinese teachers are the mainstay of classroom teaching.The language of the classroom teaching is not only the medium language used for teaching,but also the target language of students' learning.It has an extremely significant and important influence on the teaching effect.The use of classroom language is also a reflection of the teaching ability of Chinese teachers.In recent years,the Thai people's enthusiasm for learning Chinese has continued to rise.Every year,a large number of China Chinese teacher volunteers are sent to Thailand to engage in Chinese language teaching activities.Thai native Chinese teachers and China Chinese teachers have become the main force of Chinese language teaching in Thailand.The language characteristics of Chinese teachers in the two countries are distinct and profoundly affect the students learning Chinese and the effect of Chinese teaching.This makes a certain significance for the study of the language differences between the native Chinese teachers and China Chinese teachers in primary classrooms.This paper is divided into five parts.The first part introduces the reason and significance of the topic selection,the research status,research ideas and research methods of the teaching Chinese as a Second language teachers' classroom language at home and abroad are expounded.The second part compares the spoken language,written language and body language of Thai native Chinese teachers and China Chinese teachers,and analyzes their differences and possible teaching effects.The third part analyzes the reasons for the differences in classroom language from three aspects: the differences between Chinese and Thai cultures,and the individual differences between teachers and students and differences in teachers' use of teaching materials.The fourth is to provide relevant suggestions for the use of classroom language for teachers of Chinese as a Second language.The fifth part concludes the paper's viewpoints and findings,and points out the shortcomings and prospects for future research on teaching Chinese as a Second language.This thesis takes the Thai native Chinese teachers and China Chinese teachers inThungsong School as the research object,and investigates the primary classroom language of Chinese teachers in the two countries through classroom observation,interviews and records.The study found that the spoken language of Chinese teachers in the two countries has significant differences in the presentation of classroom instruction and course content.The written language is based on the teaching board.It is found that the differences between Chinese teachers in the two countries are mainly in the design,writing and utilization of the blackboard.Body language differs significantly in the frequency of use of body language,head language,facial expressions,and gaze.The main reasons for the differences are the cultural differences between China and Thailand,the individual factors of teachers and students,and the differences in the use of textbooks.The cultural differences between China and Thailand include the differences in social and cultural environments and the influence of mother tongue culture on classroom language.The individual factors of teachers and students are mainly the differences between teachers' teaching concepts and teaching methods and the individual differences in students' learning Chinese.The primary classroom language of Thai native Chinese teachers and China Chinese teachers have their own characteristics.By analyzing the advantages and disadvantages of their classroom teaching language,they can learn from each other.