A Study Of The Cohesion Of Teachers' Language In Teaching Chinese As A Foreign Language

With the rise of China not only as a political and cultural power,but also as an economic power in Asia and the world,the new subject of teaching Chinese as a foreign language and the cause it represents are developing rapidly and vigorously,and exerting an important and far-reaching influence in the world.At the same time,teaching Chinese as a foreign language needs more and more strong theoretical support.Therefore,the value of classroom research in TCSL should not be underestimated.As an important part of TCFL,TCFL teachers' classroom language is the main source of target language input for second language learners,and has great application value.In the teaching language of TCFL teachers,there is a cohesive mechanism that can connect all teaching links and ensure the smooth completion of teaching tasks.However,as a whole,the total amount of research on classroom language of teachers of Chinese as a foreign language in China is not enough,and the only research results are not comprehensive and profound enough.In addition,in the process of investigation and research,the author finds that cohesion does not attract enough attention of teachers in the real classroom of TCFL,and fails to play a role in promoting teaching coherence.Therefore,the innovation of this paper lies in the comprehensive and in-depth discussion of the cohesion mechanism applied to teaching on the premise of grasping the use of classroom cohesion by teachers of Chinese as a foreign language,combining with the previous research results,in order to find out the problems and root causes of the use of classroom cohesion by teachers of Chinese as a foreign language,and put forward some suggestions.Corresponding measures are taken to guide the practice of teaching Chinese as a foreign language.This paper is divided into five parts.The first part is the introduction,which discusses the research background,research content,research significance,research methods and paper structure.The second part collates the relevant literature involved in the paper.The third part introduces the theoretical basis of this paper.In the fourth part,through investigation and research,the collected data and information are analyzed and sorted out,and the problems arising from the use of cohesive language by teachers in TCFL classroom are found,and the causes are analyzed.In the fifth part,the measures to solve the problems are put forward.