An Analysis Of Middle Chinese Class Discourse Based On "Production-Oriented Approach"

Classroom discourse is an important part of classroom teaching,which has been valued by many people in the classroom empirical research.As a new Chinese teaching method,production-oriented approach lacks empirical research in classroom discourse,which needs further exploration.In view of this.this paper first reviews the research results of discourse analysis theory,classroom interactive discourse analysis theory,classroom discourse analysis in second language teaching and the research status of production-oriented approach which provides theoretical support and exploration direction for this paper.Based on the theories of discourse analysis,classroom interactive discourse analysis and classroom interactive mode,we combine quantitative research and qualitative research,and collect the required data according to the research framework.Then we analyze the teaching videos and transcribed texts of production-oriented approach intermediate Chinese class and tandem intermediate Chinese class from three aspects:the overall appearance of classroom discourse,classroom discourse and interaction mode of classroom discourse,and summarize the characteristics of production-oriented approach intermediate Chinese class.After the above research,we come to the following conclusions:first,in the aspect of the overall appearance of the production-oriented approach intermediate Chinese class discourse:teacher discourse plays a role of scaffolding,and the quality of students'discourse has made significant progress with the progress of teaching.The overall classroom atmosphere is more active,the silence in turn change is less,and the teacher's speech fluency is high;secondly,in the production-oriented approach,the teacher pays attention to the promotion of students' output and the control of students' learning progress in the use of questioning methods,and the teacher mostly adopts positive feedback to encourage students' response in the use of feedback methods It promotes students' enthusiasm for learning.There are more cooperative responses and more harmonious interaction between teachers and students in students' responses.Thirdly,in terms of classroom discourse interaction mode,the classroom discourse interaction mode in production-oriented approach intermediate Chinese class mainly includes IRF,[InRn]F?IRFR?I[RnFn]?IRRF.Among them,IRFR mode is less used,which means that students' corrective feedback to teachers is less direct repetition or imitation.In addition,the IRRF model is a kind of discourse interaction model in which students turn on the turn,which is beneficial to cultivate students' practical communicative abilities such as turn on and turn onAccording to the above conclusions,we also put forward the following suggestions for the teaching of production-oriented approach intermediate Chinese course:first,in order to maintain the continuity and fluency of classroom discourse interaction,teachers need to take some measures to improve the students' openness;second,teachers can use direct discourse to guide and increase the repetition and imitation of teachers' discourse in students' responses;in addition,in the course of teaching In the classroom teaching,we should increase the fr equency of the use of IRRF discourse interaction mode to improve students' actual communicative ability.Finally,we should pay attention to the richness of teaching materials and actively cultivate students' divergent thinking.