A Study Of Interlanguage In Junior Middle School Chinese Classroom Teaching

Interlanguage in classroom teaching is an important part of teaching language,which is conducive to the cohesion and coherence of teaching,especially in the whole teaching design and teaching process.According to the basic requirements of teachers' language behavior norms,teachers' oral English should be "full of sense of organization and hierarchy".This requires the design and use of interlanguage.At the same time,the part of "teaching suggestions" in the compulsory education Chinese curriculum standard mentions that teachers "should take appropriate teaching strategies according to the characteristics of different students and different teaching contents".This inspires us to design Chinese classroom teaching interlanguage according to different text genres.Therefore,the design,use and research of Interlanguage in Chinese classroom teaching should be paid attention to.This paper uses the methods of literature analysis,case analysis and statistical analysis to sort out and analyze the relevant literature and some junior high school Chinese teaching records,and classifies and compares the interlanguage from a new theoretical perspective.First of all,through the analysis of literature at home and abroad,we find that there are some problems in the design,use and research of interlanguage.First,some teachers do not know how to use,can not use and are not good at using interlanguage,and there is a gap between ordinary teachers and special teachers.Second,there are still some gaps in the study of Interlanguage in Chinese subject,and it is worth discussing how to design and use interlanguage according to the text genre.Secondly,in order to analyze,demonstrate and solve the above problems,this paper,under the framework of systemic functional linguistics,integrates the cohesion and coherence theory,educational discourse analysis theory and centripetal theory in discourse analysis,analyzes and classifies the transitional paragraphs in eight junior high school Chinese teaching records.The eight teaching records contain two classification elements: teacher type and text genre.The teacher type is divided into super teacher and ordinary teacher.The text genre is divided into novel,prose and poetry.Poetry includes modern poetry and ancient poetry.Therefore,we can form a comparison of transition types of two types of teachers,three types of genres and three dimensions of two types of poetry.Through analysis and comparison,it is found that there are some deficiencies in the design and use of interlanguage between ordinary teachers and special grade teachers,mainly in that they are prone to non smooth transition,while the use of continuous transition is less.This is closely related to teachers' teaching knowledge,teaching ability and teaching experience.In the comparison of the three types of text genres,due to the different text genres,the transition types are slightly different,but there is no obvious distinction.This is related to the length of the text and the characteristics of the genre,but it depends more on the design and use of interlanguage.In the comparison between modern poetry and ancient poetry,there are more transitional phrases and continuous transitions in ancient poetry than in modern poetry.This is related to the language and writing background of the two kinds of poetry.According to the results of data analysis and comparison,this paper puts forward some improvement strategies for the transition language in junior middle school Chinese classroom teaching from the aspects of teacher education,design principles,subject characteristics,text genre and transition type.It mainly includes paying attention to the transition art teaching of normal students and the teaching skills training of ordinary teachers;grasping the four transition points of teaching links,teaching content,teaching thinking and teaching methods,and taking the curriculum as an example Standards,teaching materials,teaching contents and teaching objects are the design basis.At the same time,based on the instrumentality and humanity of the Chinese subject itself,we should pay attention to the design of Interlanguage in the teaching of novels,prose and poetry,so as to ensure the practicality,scientificity and artistry of the interlanguage in the Chinese subject.Finally,some suggestions are put forward from the perspective of four transition types: continuous transition,maintaining transition,smooth transition and non smooth transition...