Investigation On The Online Classroom Interaction Of Teaching Chinese As A Second Language In The Confucius Institute Of Carleton University

Classroom teaching is the core method of language teaching,and classroom interaction plays a vital role in classroom teaching,and it is the key content we should pay attention to.In order to understand the interaction between teachers and students in online Chinese classrooms,this paper uses the COLT classroom observation scale to record the data,taking the event characteristics of classroom interaction and the communicative characteristics of teacher-student discourse in classroom interaction as the analysis dimensions,and the classroom interaction form and language content.Discourse control,types and sources of supplementary materials,interactive language,information gap,continuity of discourse,ways of discourse merging,and discourse initiation are the units of analysis.The online Chinese classroom of the Confucius Institute at Carleton University is used as the classroom observation object,combined with classroom transcription logs,and interview recordings with teachers and students to conduct a systematic and comprehensive analysis of online Chinese classroom interaction.Through investigation and analysis,the author found that the event characteristics of the online Chinese classroom interaction of the Confucius Institute at Carleton University mainly have the following manifestations:the activity organization is mainly based on the teacher-student interaction in whole class activities,and there is a lack of student-student interaction,group activities and individual activities.There are not many opportunities for free expression and negotiation in the classroom;the language content in the teacher-student interaction is limited by the content of the textbook,most of which is related to the form,and the content related to the meaning is small;the discourse control is mainly controlled by the teacher.Teachers have too much control,and students rarely have the opportunity to participate in the co-construction of classroom learning content;the types of teaching supplementary materials are mainly multimedia,and PPT is the main type;almost all the sources of teaching supplementary materials are specifically designed to be used by second-language learners of Chinese.The communicative characteristics of teacher-student discourse in the online Chinese classroom interaction of the Confucius Institute at Carleton University include:for language used in interactions,most teachers’ teaching language is the target language,and the medium language is used less;the classroom discourse interaction lacks authenticity and unpredictable information;teachers have many small speeches,and students mainly speak very small speeches and small speeches;the combination of teacher and student speech and discourse is mainly repetition;classroom speech triggers are mainly triggered by teachers,and students trigger speech opportunities less.Finally,the author analyzes three positive factors that affect online classroom interaction:the first one is that teachers are able to use multimedia resources more effectively,the second one is that students are highly motivated to participate in classroom interaction,and the third one is Human-computer interaction reduces the cost of classroom time.There are three main deficiencies in online Chinese classes:the form of interaction is single,students lack initiative in interaction,and the communicative nature of classroom interaction needs to be improved.In response to the above problems,the author gives the following three teaching suggestions:Make full use of human-computer interaction to achieve diversified forms of interaction;teachers need to change their teaching concepts and build a new model of teacher-student interaction;build a good classroom language context to ensure the quality of student speech output.