Research On Teacher-student Discourse In International Chinese Classrooms To Maximize Learning Opportunities

In recent years,scholars in the Chinese language community have begun to break through the traditional "methodology" of ignoring the application context of teaching methods and learner characteristics and mechanical application.They have paid more and more attention to learner-centered "post-method" language strategies,and developed Some research and practice that promote the effect of language learning.As an important part of the classroom,teacher-student discourse plays a vital role in understanding their own teaching situation and mastering the learning status of students.This paper combines the strategy of "maximizing learning opportunities" in the"post-method" theory with the discourse research of "teacher-student discourse" as a theoretical basis to redefine the learning opportunities in teacher-student discourse,and select the best among the real classroom transcriptions.Analyze typical corpus related to learning opportunities,and use questionnaire surveys to assist in analyzing students'perception and evaluation of teacher talk,and provide targeted suggestions on how to adjust teacher and student talk to maximize learning opportunitiesThis article is divided into six chapters:The first chapter is the introduction,introducing the basic situation of the thesis.It explains the research background,research content,research significance and research design of this article,and expounds the understanding of this article and learning opportunities.The second chapter introduces the domestic and foreign research summary of "the maximization of learning opportunity" and "teacher-student discourse",summarizes the existing achievements and shortcomings,and introduces the theoretical basis of this article.The third chapter introduces the courses selected by the corpus and the basic situation of the students in it.Through the analysis of a large number of corpora,the detailed definition of learning opportunities in teacher and student discourse is obtained,and typical examples are given to explain these learning opportunitiesThe fourth chapter first elaborates the horizontal analysis of the reasons for the creation,utilization,neglect and abuse of the learning opportunity framework as a four-dimensional framework,and counts the distribution of the learning opportunity four-dimensional framework in teaching;then selects typical corpus from the transcription text according to the framework Detailed analysis;finally summarizes the discourse characteristics of teacher-student discourse in the framework of creation,utilization,neglect and abuse,and analyzes the reasons behind teachers' inappropriate discourse behavior.The fifth chapter proposes targeted teaching suggestions based on the characteristics of teacher-student discourse in the previous chapter.In terms of creating and using learning opportunities,teachers should:1.Pay attention to display problems,actively provide learning support,and appropriately add classroom links;2.Pay attention to students Discourse behavior,pay attention to the standardization of teacher discourse,and reduce the difficulty of discourse.In terms of reducing abuse and ignoring learning opportunities,teachers should:1.Pay attention to the choice of classroom content;2.Fully prepare lessons,fully control the classroom,pay attention to topic extension,etcThe sixth chapter summarizes the full text and points out that the innovations of this article are:First,it defines the learning opportunities in the discourse of teachers and students;Second,it constructs a horizontal four-dimensional analysis framework on learning opportunities.It also discusses the deficiencies that still exist in the research and the prospects for follow-up research.