Research On The Verbal Interaction In The One-to One Online Teaching Of International Chinese Language

In the era of COVID-19 and Internet accelerated speed,the one-to-one online teaching is the teaching mode that has attracted much attention at present,and it has also become the main form of internship for Teaching Chinese to Speakers of Other Languages in various universities in China.This teaching mode,which is teach through the Internet can not only help teachers and students to break the time and space restrictions,but also meet the learning needs of different students.I participate in the one-to-one online Chinese teaching in the school-enterprise cooperation project of Henan University.During the teaching period,I found that good teacher-student interaction is helpful for learners,and verbal interaction occupies the main part of teacher-student interaction in class.Therefore,how to improve the quality of teacher-student verbal interaction in classroom has become the main research goal of this paper.This study takes Krashen’s input hypothesis and affective filter hypothesis,Long’s interaction hypothesis and constructivism theory as the theoretical basis,uses the analysis system of IFIAS as the tool,and takes ten videos of teaching Chinese as a foreign language in school-enterprise cooperation projects as the research object.Through the study of the ten videos,it is found that the following problems exist in the verbal interaction between teachers and students: The classroom is dominated by the teacher,and students’ language rate is low;The rate of teachers asking questions in class is low,and teachers are more inclined to use the traditional mode of questioning to directly control the classroom;Teachers’ driven speaking rate is high,and students’ initiative to ask questions is low;The ratio of teachers and students to use technology is low,and the use of the platform’s auxiliary functions is not comprehensive;The silence time in class is short,and the quality of teacher-student verbal interaction is low.In addition,based on the analysis of the questionnaire and interview results,it shows that there are still the following problems in the interaction between teachers and students in one-to-one online Chinese classroom: the interaction between teachers and students is arbitrary,the form of interaction is single,the teacher speaks too fast,lack of sense of humor and inability to control the classroom.The main reasons for the low quality of teacher-student interaction are the excellent teachers are scare,the level of teachers is uneven,the personality difference between teachers and students,the single teaching mode of teachers,and the lack of teaching experience.In order to improve the quality of teaching interaction,it needs the concerted efforts of both teachers and students and the teaching platform.So,we put forward the following suggestions on the problem that teachers should deepen the concept of students’ subject and guide students to participate effectively;optimize the classroom teaching structure,deepen the teacher-student interaction form;observe the characteristics of students,construct the language;strengthen the emotional communication in the classroom,and create a good interactive atmosphere.Secondly,students should be familiar with the classroom instructions and respond positively;dare to ask questions and cultivate problem awareness.Finally,the teaching platform should optimize the platform operation instructions,strengthen the training of teachers and students;develop new functions of the teaching platform to increase the interest of the classroom interaction;ensure the quality of teachers and improve the teaching level.We hope that through the development of this study,it can provide a direction for improving the teaching quality of international Chinese classroom,especially improving the quality of teacher-student interaction in online classroom.