Case Study On The Expected Realization Of Classroom Teaching For Chinese Teachers As A Foreign Language

There is a certain gap between the teachers' expectations of their own classroom speech act and the actual situation.To understand the impact of classroom speech act category and teachers' career development stage on this gap,with the expected realization of teachers' classroom speech act as the object of research,this study explores the characteristics of the expected realization of teachers' speech act at different stages of development and the pattern of speech act with high expected realization by recording the lesson examples of teaching Chinese as a foreign language at three different development stages:novice,skilled and expert.Based on data,some qualitative research methods are adopted in data judgment.Therefore,this study is a combination of quantitative analysis and qualitative analysis.In the specific research,with the micro and macro as the entry point,this study observes the influence of classroom speech act category and teachers' career development stages on the expected realization of teacher speech act from the perspective of teachers,students and researchers.Classroom observation,video transcription,interviews,questionnaire survey and Flanders interaction analysis system(FIAS)are the important basis for data output in this study.There are two main findings in this study:(1)from the micro and macro perspectives,the expected realization of classroom speech act of the skilled teachers is the highest,followed by the expert teachers,and finally the novice teachers.(2)The pattern of high expected realization of classroom speech act is reflected in 6 aspects.In the organizational speech act,the Chinese instruction belongs to speech act with high expected realization.In the management speech act,repetition and emphasis belong to speech act with high expected realization.In the strategic speech act,silence and instructions by hand,pause,demonstrating correct answers,interrupting students immediately when they make mistakes belong to speech act with high expected realization.In the knowledge speech act,teaching cognitive methods,citing examples in daily life and using intermediate language for unused words belong to speech act with high expected realization.In the emotional speech acts,encouragement and comfort belong to speech act with high expected realization.In the contextual speech act,acting,simulating life-like scenes and joking belong to speech act with high expected realization.The significance of this research is to help teachers adjust their classroom speech acts through the regularity of the expected realization of their speech acts,thereby improving the efficiency of teaching Chinese as a foreign language.