Analysis Of Chinese Discourse In Video From Korean Uploaders On Bilibili And Enlightenment To Korean Oral Chinese Teaching

From the perspective of Jef Verschueren’s contextual relationship adaptation,this paper transcribes the video discourse of 8 Korean up owners(video uploaders)in station B(Bili Bili website).Then,from the two dimensions of communicative contextual adaptation and linguistic contextual adaptation,this paper analyzes the problems and causes of Korean up owners Chinese using,and puts forward the enlightenment to Korean Chinese oral teaching.The starting point of this paper is different from the previous model of discussing teaching problems only on class,but focuses on the problems related to contextual adaptation shown by Korean Chinese learners in communication under the new media.Such research is rarely involved in teaching Chinese as a foreign language.Analyzing its problems and causes can reflect the characteristics and needs of Korean learners in the era of big data.When teaching Korean oral Chinese,teachers can also adjust the content and teaching methods of classroom teaching according to this.Using the methods of literature analysis,discourse analysis and case analysis,this paper analyzes the video discourse of Korean up hosts from two aspects: communicative context adaptation and linguistic context adaptation.The problems in communicative context adaptation mainly include: the low discourse participation of the direct listener and the transformation of functional roles affect communication,the use of "Le" violates the time order in the context,the use of directional verbs violates the reference space in the context,and the use of cultural words ignores lexical meaning and situational context.The problems in linguistic context adaptation mainly include: the subject and verb should not be saved,the repetition of vocabulary and semantics,the lack and misuse of conjunctions,and the linear arrangement of words violates the logic of context.Aiming at the above two problems,this paper analyzes the causes respectively.The problems in communicative context adaptation are related to the speaker’s insufficient attention to the psychological world and social factors of the direct listener,the consistency between the three times in the narrative,the change of spatial reference when using the third-party perspective,and the role-playing under self-cognition in social communication and interaction.The problems in language context adaptation are related to the context in the video scene.Language choice is affected by psychological model and national language.When the direct listener is not present,the speaker relaxes his self-monitoring,and the speaker’s perception of events is incompatible with discourse logic.Based on the analysis of the problems and causes of up main video discourse in South Korea,this paper puts forward some suggestions.First,the speaker should follow the adaptation rules of the communication context,including taking care of the psychological world of the communication participants as comprehensively as possible,paying attention to the distinction between the three kinds of time and space of the discourse in the narration,and the choice of language in special occasions should be more formal;Second,correctly understand the particularity of language context adaptation in video discourse,including that modifiers should conform to the current video theme and language context,avoid too many additional components of discourse caused by paying too much attention to virtual speakers,and speakers need to constantly monitor the way they produce or interpret speech.From analysis,we also get the enlightenment to Korean oral Chinese teaching.First of all,teachers should stand in the position of students and lead them to experience the adaptation of communicative context.These methods include: helping students deepen their understanding of Chinese and Korean language thinking from the common grammatical structure,guiding students to understand the tense and orientation in Chinese from the perspective of time and space,reminding students to pay attention to the factors such as communicators’ eyes,gestures,body posture and physiological characteristics,and leading students to correctly view the performing color of language.Secondly,teachers should pay attention to the adaptation of language context and enrich the content of Chinese classroom teaching for South Korea.For example,the proper use of catchwords,network terms,proverbs and dialects will help the flexibility and diversity of context pragmatic styles,the analysis of the development order and time order of events in the narration will help the teaching and learning of complex sentence patterns,and the correct use of conjunctions will help the integrity of semantic logic and the output of the whole sentence.