Case Analysis Of Classroom Language Used By Novice TCSL Teachers In Elementary Comprehensive Classes

The teacher’s classroom language is an important medium to convey messages for TCSL classroom.The use of classroom language has a direct influence on the teaching effect.If Chinese teachers want to make class effective,they need to choose and use classroom language appropriately.Recently,being a novice teacher is the starting point of the teaching career of TCSL teachers,and there is a great research room for the use of classroom language by novice teachers.This study identifies the classroom language used by novice Chinese teachers in primary comprehensive teaching as the main research object.Based on the previous research,this paper records and analyzes the video and audio,select three novice Chinese teachers as the case study object.This paper conducts a qualitative and quantitative study on the characteristics and problems of their classroom language in the teaching of elementary comprehensive courses,finds out the causes of the problems,and puts forward optimized suggestions for these problems,this study can provide some support and help for TCSL teachers.This paper can be divided into six chapters.The first chapter is the introduction,which introduces the origin and significance of the research,identifies the research methods and ideas used in this paper,and analyzes the current research situation of the novice teachers and classroom language.The second chapter defines the novice teacher.Classroom language is divided into directive language,evaluation language,explanatory language.Chapter three analyzes the collection of video and audio of novice Chinese teachers in elementary comprehensive lessons,summarizes the characteristics of novice Chinese teachers’ classroom language.Based on the case study of these three teachers’ classroom language,this paper conducts quantitative and qualitative analysis of the characteristics of the type of words and sentences.The fourth chapter analyzes the existing problems in the classroom language of novice teachers,it is mainly reflected in:improper use of classroom directive language,less types of positive classroom evaluation language,more ineffective explanatory language,excessive use of classroom medium language,and low mobility of classroom language.Chapter five puts forward practical and feasible optimized suggestions to facilitate novice Chinese teachers to solve problems and improve their teaching ability.The sixth chapter is the conclusion,making a summary of this paper’s research and discussing the limitation of this paper.