A Study On The Graded Spoken Interaction Based On Multimodal Corpus

The improvement of spoken interactive ability is a dynamic and long-term process.It is of great significance to study the differences of spoken interaction in different age groups to find out the dynamic development of spoken interaction.In this study,we collected the corpus of spoken interaction between grade 1 and grade 2 elementary school students and established a multimodal corpus to investigate the differences in spoken interaction between two groups.First of all,the students' mastery of language knowledge and pragmatic ability were investigated from four aspects: the amount of talks,fluency,accuracy and politeness.The study found that there was no significant difference in the quantity and speed of speech among grade 1 and grade 2 elementary school students.The grade 1 students make mistakes in vocabulary and syntax,and their mastery of language knowledge is not as good as that of the grade 2 students.The grade 1 students are not familiar with pragmatic rules,so they are not as polite as the grade 2 students.Secondly,the students' ability to engage in spoken interaction with others in co-constructing discourses was examined in terms of turn-taking and topic extension.Students in grade 1 and 2 take turns in the same way,but students in grade 2 used the cooperative interrupting and strategy of maintaining communication more frequently than students in grade 1,showing stronger cooperation.In terms of the content of the conversation,the grade 1 students were less relevant and deviated from the topic.Finally,the students' use of multimodal resources was investigated.In the use of multimodal resources,the gesture frequency of the grade 2 students is higher than that of the grade 1 students.The frequency of feedback items in the grade 2 students' interaction was also higher than that in the grade 1 students.On the whole,the level of spoken interaction in the grade 2 is slightly higher than that in the grade 1.From bottom to top,we drew up a first class and second class oral interactive grading scale.The method and train of thought of the scale can be used as a reference for the development of Chinese spoken interaction grading standards,and the characteristic difference of interaction has reference significance for teachers to improve students' oral Chinese level.