Research On Chinese International Education Teachers' Classroom Language Communication Effect In Primary Stage

In this paper,the teachers and non-academic students of Xinjiang Normal university are the subjects of the study,which is based on the language of the teacher and the communication effect of teachers' classroom language,to discuss the principles and the relevant factors of the communication of the classroom language of elementary Chinese teachers.The results will provide theoretical support for the development of Chinese international education teachers.In this paper,the author first understand the current situation of teachers' language using in Chinese international education.Secondly,let the teachers engaged in the primary stage recognize their problems and shortcomings in language using in the classroom.Then set the Chinese international education teachers and non-academic students of Xinjiang Normal University for example,based on the language of the teachers in the school,the study is carried out in the classroom language communication effect of teachers.Finally,the author puts forward some suggestions on the application of language in teaching.Based on the communicative effect of classroom language,teachers' adjustment of the language system reflects the ability of teachers' language skills and the ability to control the whole teaching process.In the study of teachers' essential language ability,the author divides the language competence of teachers into the recessive ability based on the language quality and the dominant ability in the form of classroom practice.Dominant ability includes classroom teaching ability,communication and coordination ability and language management ability.The recessive language ability mainly focuses on the comprehensive analysis of language materials.It includes analysis of teaching outline,prejudgment of teaching effect,application effect analysis,progress analysis,teaching object,process and environmental analysis,etc.All language teaching is done in the proper field.In the analysis of five teaching elements including teachers,students,teaching contents,teaching forms and feedback.The main points of this paper focus on the content analysis of teachers' classroom language and survey and analysis of student feedback and teacher interview.Background analysis of teachers,students and teaching fields just as reference and supplement.If the content of teachers' classroom language teaching is an objective static analysis,then the analysis of teacher structured interview and teacher questionnaire is a dynamic and subjective analysis.Based on the analysis of teachers' classroom language,the author studies the theoretical research of the academic research,and divides the teachers' classroom language into some small language elements and the second level index.Because the core of education teaching in Chinese is to stimulate learning interest and maintain training frequency.Under these two requirements,the author conducted qualitative analysis and quantitative analysis respectively.Qualitative analysis includes the analysis of teachers' classroom introduction,rhythm,foreign language assistant and student feedback,etc.Quantitative analysis focuses on teachers' classroom discourse,average speed,average length,number of questions,length of pause and error correction.The results of the analysis were visualized in a statistical manner and draw relevant conclusions.Starting from this case,the author has made some influential factors of teaching principles and language communication effect.It is hoped that the teachers' language communication effect in the domestic Chinese international education classroom will be influenced.