A Contrastive Analysis And Teaching Enlightenment Of Classroom Discourses Of Expert Teachers And Novice Teachers Of Chinese As A Foreign Language

With the comprehensive development of the reform of Chinese as a foreign language curriculum,classroom discourse has become an important way to improve foreign students' language acquisition,cultivate their ability to use the language comprehensively,and inspire their creative thinking ability.The classroom discourse of teachers and students in Chinese as a Foreign Language classroom is an important means for both teachers and students in knowledge understanding,language use,speech interaction,cultural thinking and emotional communication.However,novice teachers have many problems in the use of classroom discourses,such as less questions from teachers,single feedback methods,turn-taking cannot be continued,discourse topics are not clear,and so on.Based on the theory of discourse analysis,the theory of language input and output,and the theory of interaction hypothesis,this paper compares and analyzes the classroom discourses of expert teachers and novice teachers in comprehensive Chinese courses.By observing the classroom of international students in the intermediate class of Chinese International Education of Northwest Normal University,and combining interviews with two teachers and their students in the study object,the case study method is used to study the existence of novice teachers ' classroom discourse Problems and being able to find ways to improve and improve the novice teacher's discourse in the classroom.This article is divided into three sections:The first part is the introduction and the first chapter,which is the theoretical basis of this article.The introduction first introduces the significance and background of the research.Secondly,it summarizes the research status of classroom discourse at home and abroad,summarizes the situation of classroom discourse in teaching Chinese as a foreign language and the current situation of novice teachers of Chinese as a foreign language.Secondly,it summarizes the research status of classroom discourse at home and abroad,summarizes the situation of classroom discourse in teaching Chinese as a foreign language and the current situation of classroom discourse of novice teachers of Chinese as a foreign language.Secondly,it introduces the research contents andresearch methods of classroom discourse characteristics in the classroom record of expert teachers and novice teachers.The first chapter introduces the theoretical basis used,and provides theoretical support for the research on the basis of discourse analysis theory,language input and output theory,and interaction hypothesis theory.The second part is the second and third chapters of the dissertation.The third chapter introduces the research design of this article.Through classroom observations of the research objects,a case-analytic approach is used to analyze the teacher's utterance speed,sentence characteristics,turn structure,turn transformation,question type,teacher feedback,and teachers and students The seven aspects of relationship analyze the differences in classroom discourse between novice teachers and expert teachers.The fourth chapter is the enlightenment obtained from the research of this article.It summarizes the problems in the classroom discourse of expert teachers and novice teachers through case analysis,and gives suggestions and suggestions to novice teachers.The third part is the conclusion of the thesis.Through the research in this paper,the problems and deficiencies in the research are summarized and reflected,and suggestions and suggestions for teachers of Chinese as a foreign language in the future are proposed to promote the development of Chinese as a foreign language.