An Investigation And Analysis Of The Teaching Language Of Thai Kindergarten Chinese Teachers

Teaching Chinese as a foreign language is a specialized language used in classroom teaching in the process of teaching Chinese as a second language.It is not only a tool for teachers to organize classroom links and complete teaching tasks,but also a main source of comprehensible input for learners.In preschool classroom,because of children's psychological,physiological,language level and other factors,teachers talk in the process of teaching language is obviously different from adult classroom.This paper takes two preschool teachers from Sungtongvittaya School at Krabi Province,Thailand as the research object,taking two primary school teachers as the reference and takes some videos of classroom teaching of four teachers during half semester,a total of 32 hours,about 1600 minutes,and transferred the videos into two hundred and forty thousand words of text corpus.On this basis,the teaching language used by preschool teachers was investigated and analyzed.In terms of overall investigation,firstly,we found that children's abilities in cognition,memory and attention are still developing,and the degree of learning that children can actively cooperate with teachers is limited.Therefore,teachers play a leading role in the classroom?found that teaching children the language showed less talk and more practice on classroom summary characteristics.Through further investigation of teachers' language content,this paper finds that preschool teachers use songs and ballads more frequently,making this part of teaching language rhythmic,at the same time,in the process of teaching,teachers use onomatopoeic words and tone words and interjections,The use of mood words in an exclamation or an imperative can ease the mood of the teacher,reduce the sense of dignity,and increase the affinity of the teacher's language;the characteristics of the interjections preschool teachers 'teaching language showing emotion on.In terms of classification,first of all,when preschool teachers use classroom language,they notice the use of lead-in,and the way of song warming up can effectively mobilize children's enthusiasm.;the concluding remarks used are more comprehensive,including the summarization of learning contents,feedback and the instruction of children's etiquette behaviors.;the core verbs contained in the instructions are relatively simple.Secondly,the analytic language used by preschool teachers is relatively simple.Teachers can transform forms and use demonstrations extensively,so as to provide children with the right voice demonstration.Thirdly,in the communication language used by teachers,the number of feedback is much higher than the number of questions,and the teachers give more positive feedback to the students,and the preschool teachers use more display questions when they ask questions,and the distribution mode of the problems is also based on the collective answer.Finally,through the investigation of the teaching language of preschool teachers from Sungtongvittaya School,this paper also puts forward some corresponding suggestions,hoping to provide some useful references for the teaching language of Thailand children's Chinese teachers;so as to further promote children's Chinese teaching.