A Comparative Study Of Chinese And American Intermediate Oral Second Language Classrooms

The record and research of classroom teaching are of positive significance for improving the quality of teaching Chinese as a foreign language.by contrasting US and Chinese oral classroom teaching,the author Summarizes the beneficial experience and provides reference for the development of teaching Chinese as a second language.It is of great help to constantly update the teaching content and improve the teaching methods and quality.The author takes Shaanxi Normal University and the University of California,San Diego as examples,in order to explore the experience of teaching methods that can be used for oral Chinese and English class.The author grasps the characteristic of the both,have better understanding of classroom evaluation and analyze their advantages and disadvantages by analyzing class observation,interview and questionnaire survey.In this study,the author takes the Chinese and American intermediate second language classes as the research object.The first part is the introduction,which mainly elaborates the reason of this research,the significance,the research status at home and abroad,the research methods and the innovation.In addition,this part makes a brief introduction to the language courses of the two universities.The second part is the design of investigation plan and data analysis,the purpose is to understand the students'evaluation of the classroom as the basis for the following analysis.The third part is the comparison of both classroom teaching process in textbook selection,classroom arrangement,teacher talk,classroom management,classroom activities,students'reaction and technological assistance.The fourth part analyzes the reasons for the differences between the two classes.The fifth part is based on the observation of the two classrooms,suggesting that they can learn from each other.The sixth part is the conclusion,which emphasizes the innovation of this research and the direction of future improvement.In the comparative study of the two classes,it is found that in the use of teaching materials,the Chinese teachers use specialized oral textbooks,while the English teachers use more teaching materials prepared by themselves;In terms of classroom arrangement,Chinese class is mainly arranged by unit materials,while English class is mainly arranged by teaching content and classroom activities;the teacher talk in Chinese class is generally more significant than that in English class,which is mainly reflected in the teaching of new words and language points but the proportion of the two is roughly equal in concentrated oral practice;Compared with Chinese class,English class has more strict classroom regulation and more diverse and innovative classroom activities;the Chinese classroom order is better while the English classroom atmosphere is more active;English teachers use more technological assistance,and Chinese teachers and learners use more social software to communicate after class.Based on the actual teaching of Chinese as a second language,the author summarizes the following two ways to learn from each other.Firstly,enrich the types of class activities according to the teaching objectives,the situation of students and the teaching conditions.Secondly,strengthen the interaction between members in the classroom teaching.Thirdly,By appropriately reducing the proportion of the final exam and increasing the score classroom activities in the classroom.Fourthly,in terms of teaching content and homework arrangement,students should be guided to explore independently and make use of abundant learning resources on campus.Fifthly,teachers should use various multimedia teaching methods by adding picture,audio video and other methods.The author's suggestions for the English class mainly include:firstly,increasing the attention of students with lower language ability and encouraging them to actively integrate into the classroom;secondly,strengthening the control of the classroom links,so that all links are connected in an orderly manner;finally increasing the correction of students and cultivate students'correct and appropriate expression habits.