A Study Of Three Communication Modes In The Novice Chinese Class Of American Middle School

This article focuses on the application of Three Communication Modes in the Novice Chinese Class of American Middle School.Based on the research results of Communication Modes at home and abroad,this article will discuss Three Communication Modes in World-Readiness Standards for Learning Languages,Oregon Second Language Learning Standards,and Standards for Chinese Language Learning.The Teaching design is under the guidance of the relevant theories of the Three Communication Modes,combining with West Linn-Wilsonville School District Middle School(Grades 6-8)World Languages Curriculum,taking the sixth and seventh grade students at Athey Creek Middle School in Oregon as teaching objects.The design proves the feasibility of combining the Three Communication Modes with the Novice Chinese Class of American Middle School.Furthermore,the author combines the specific teaching cases listed in this article with the teaching cases and student feedback in the appendix,compares the effects of different classroom activities guided by the same Communication Mode,analyses the reasons.Through the teaching feedback of other Chinese teachers in the United States,the author found Interpersonal Communication and Presentation Communication are more popular among students,while Interpretive Communication is not.By comparing specific cases and feedback,it is concluded that when Chinese teachers use Three Communication Modes to design teaching,they should pay attention to the following points:increasing the comprehensibility of input content,using a variety of activities,integrating the Three Communication modes,establishing a teaching evaluation that reflects the Three Communication Modes.