Case Analysis Of Modal Use In The Class Of Novice And Experienced Chinese Teachers

With the diversification of teaching methods and the development of language teaching,the theory of multimodal discourse analysis is gradually applied to the teaching of Chinese as a foreign language.However,how to use various modes efficiently in TCFL class is still a problem to be solved.In this paper,from the perspective of multimodal discourse classroom observation and individual case analysis,explores and summarizes the novice teachers and a master of Chinese in the classroom every kind of modal frequency of use and conditions,as well as the advantages and disadvantages of each mode is used in the teaching,teachers' classroom multimodal discourse features in the each link of teaching,as well as the equipping of the relation between the modal,aims to through the analysis of the case to novice teachers master mode to use in class differences,the Chinese teachers to explore how to better use in the classroom teaching mode.This paper takes two novice Chinese teachers and two experienced Chinese teachers as the research objects and adopts quantitative and qualitative research methods.In terms of quantitative research,the four teachers were videotaped in class for two periods each,and ELAN,the video labeling software,was used to annotate the classroom videos,and the frequency and duration of each mode were counted.In terms of qualitative research,we conducted a structured half hour interview with each of the four teachers,and obtained more than 20,000 words transcribed from the interview recording.It is found that there is little difference between novice teachers and experienced teachers in the use frequency of PPT,textbooks,pictures and other modes commonly used for interpretation,but the modal symbols used by experienced teachers are more consistent with the teaching content.In nonverbal behaviors such as gestures,smiles,nods and distance between teachers and students,the frequency of novice teachers is lower than that of experienced teachers.Skilled teachers are more adept at using various gestures,smiles,physical distance between teachers and students and other modes that embody interpersonal meaning to promote teacher-student interaction and emotional communication in class.In the use of modal combination,the number of modal combination used by skilled teachers is more than that of novice teachers,and the types of modal combination are more abundant.Novice teachers often use PPT text or pictures as the main mode,while skilled teachers often use teacher language as the main mode.In view of these differences in the use of modes of new teachers,this paper putsforward the corresponding Suggestions: specific teaching content,clear the purpose of the use of modes;Pay attention to the mutual cooperation between modes and play the synergistic effect of modes;More use of nonverbal communication means to enhance emotional communication in class;Pay attention to teacher's language mode and strengthen teacher's leading role.It is hoped that it can help new teachers to improve the efficiency of mode use and improve teaching quality.