A Case Study Of Teachers'discourse In Primary Oral English Course Of Foreign Chinese

In the second language teaching,teacher discourse has the spec ial nature of being both the medium of teaching and the target lan guage of teaching.Both the quantity and quality of teacher discours e have an important impact on the learning of Chinese by internati onal students.Based on the teacher discourse as the breakthrough p oint,in the discourse analysis and the input hypothesis theory,unde r the guidance of the teacher's words,import,instructions,ask quest ions and feedback comparison and analysis,to explore the primary oral Chinese class,in line with the actual conditions of using teach er talk,the non-standard and invalid improvement opinions,hope ca n improve the teaching effect of teachers.Of cases that we studied in guangxi university for nationalities institute of international educ ation five junior words spoken Chinese teachers as the research obj ect,the teachers can be divided into the experienced teachers and l ack of experience in the two groups,take the view of classroom te aching,classroom recording,comparison and analysis of research m ethods,supplemented by the questionnaire for students and teachers to explore oral English classroom teacher talk.On this basis,this paper summarizes the five characteristics of the teacher's discourse i n elementary spoken Chinese class: the teacher's discourse is restrict ed;Teacher's discourse has high recurrence;The teacher teaches the language speed naturalization;Teachers' questions are mainly about demonstrative questions.Teachers often use positive feedback in th eir feedback.Four Suggestions are put forward for the problems in classroom teacher discourse: First,the proportion of teacher discou rse should be reasonably controlled;Second,the importance of leading-in discourse should be enhanced.Third,the novice teacher shoul d increase the question appropriately;Fourth,teachers should pay m ore attention to the pertinence of feedback.