Research On The Selection And Synergy Of Different Modes In Live Elementary Chinese Courses

In the context of the post-pandemic era,online teaching remains one of the main forms of international Chinese language classrooms.The Chinese live course is one such form,and due to its real-time interaction between teachers and students,its teaching process has a strong element of randomness.The theory of multimodal discourse analysis provides a reference for describing its teaching process more comprehensively,but because of its relatively recent inception,there is little research on describing the live streaming class teaching process from a multimodal perspective.Based on this,this article takes the 20 sessions of the Great Wall Chinese1 Chinese live courses as the research object,and uses the video annotation software ELAN to annotate and analyze the course,in order to examine the modal selection situation in online Chinese live courses and the modal coordination in each teaching segment.The study also combines a survey of student satisfaction to further illustrate the effectiveness of the use of multimodal discourse in Great Wall Chinese 1,with the aim of providing a reference for international Chinese language teachers in selecting multimodal options in live courses.The article is divided into six parts: the first part is the introduction,which first explains the research background and reviews the research status of online Chinese live courses,the ontology research of multimodal theory,scholar Zhang Delu’s multimodal discourse analysis theoretical framework,and the relevant research on multimodal discourse analysis theory in online Chinese teaching.Secondly,it discusses the significance of the research,and finally explains the research content and research methods.The second part is the research design,which introduces the research object and research tools,and explains the specific research process.The third part is the main part of the article,which first summarizes the annotation statistics,and then describes the usage overview of language modalities,auditory modalities,visual modalities,and bodily modalities in Great Wall Chinese 1.It then explains the modal combination types in each teaching segment,analyzes the combination effect through examples,and summarizes the modal selection principles followed.The fourth part uses a survey questionnaire to collect feedback from learners of Great Wall Chinese 1 to understand their satisfaction with the course and the use of multimodal discourse.The final part is the conclusion,which summarizes the research findings and points out any deficiencies.The study found that(1)in online Chinese live courses,teachers used language modalities,visual modalities,bodily modalities,and auditory modalities,of which visual modalities had the highest usage time ratio and were the main modality;(2)the modal combination and form of the first and last segments were relatively few,while the modal combinations and forms of the other six segments were relatively rich,and the modal combinations mainly reflected overlapping,highlighting coordination,and joint relationships.The modal combinations in each segment reflected effective modal selection principles,adaptation principles,and economic principles;(3)learners had a positive attitude towards the course itself and the use of multimodal discourse,and the effectiveness of multimodal use was good.