Discourse Analysis Of Teachers’ Classroom Language In Elementary Chinese Teaching In Surat Thani No.2 Middle School,Thailand

In teaching Chinese as a foreign language,the teacher’s classroom language runs through the classroom teaching activities and plays an important role.It is not only the link between teachers and students,but also the target language for students to learn.The quality of the language used by teachers in the classroom directly affects the quality of the teaching effect,and also has a significant impact on students’ enthusiasm for learning Chinese.In recent years,with the promotion of the "Belt and Road" initiative and the continuous enhancement of China’s comprehensive strength,the heating of the Chinese language has hit all parts of the world,and international Chinese education has entered a golden period of development.However,due to the lack of Chinese language environment and teaching resources for overseas Chinese education,classroom learning is basically the only way for students to learn Chinese.It has become a difficult problem for teachers to maximize students’ knowledge of Chinese through the effective use of classroom language in a limited time.At present,although the Thai language promotion business in Thailand has a history of more than ten years,the Chinese language promotion business has not achieved satisfactory results.The popularity of Chinese classes in Thailand is much higher than in many countries and regions,but most students have a low level of Chinese,and there are very few high-level students.In addition,there is a large gap between experienced Chinese teachers in Thailand,mostly young teachers who are just working,and local Chinese teachers have limited skills.They often use sick sentences,mantras,and excessive use of media language in the teaching process.Teachers ’classroom words are an important source for students to learn Chinese,which directly affects students’ learning.Therefore,this article aims to investigate and analyze the use and existing problems of four Chinese language teachers in the primary Chinese class in Surat Thani Second High School,Thailand,based on the author ‘s own internship experience in Surat Thani Second High School,Thailand.Through the use of classroom records,questionnaires,and corpus transcription,Halliday’s systematic functional grammar theory was used to compare and analyze the four students from the perspective of organizing classroom language,teaching language,communication language,Chinese,English,Thai,and auxiliary teaching language.Problems in Chinese language used by Chinese teachers,and make corresponding suggestions.I hope it can provide reference and ideas for Thailand’s elementary Chinese education in the future.