The Influence Of Primary Chinese Classroom Context On The Output Of Foreign Students

As Chinese culture spread in the world, it has been attracting more and more foreign students to study in China, which distributed in various cities to live and study. What are the characteristics of the classroom on Teaching Chinese as a Second Language (TCSL) in the target language country? What the influence it will be to learners? What kind of teaching principles and teaching model can promote our Second Language Acquisition in classroom? And then develop effective communication skills of students so that they can better integrate into the local cultural life. Therefore, we carried out intensive exploration in this study.The writer adopted the three-month classroom records to analyze the characteristics of primary Chinese classroom context. Based on the teaching cases, we demonstrate the performance of classroom communication restrained by the classroom context. According to these features, we try to use "scaffolding" teaching to guide students to participate in classroom interaction, and accelerate second language acquisition.This thesis is divided into five parts. The first part is an introduction. In second part, we discussed the classroom context with teaching practice, that is, demonstrative, restrictive, preparation and openness. Proposed there will be dynamic complementary between the second language acquisition in the context of the classroom and that of the nature.Part three and four are the key parts of this paper. In part three, the author emphasizes if the study of class groups under a macro background, the individual's output should be drawn more attention. By teaching cases, analyzed the classroom communication guided by teachers. We came to the conclusion from the Reflective Teaching: Primary Chinese class teachers play the role as a guide, organize students to participate in classroom exchanges, developing the students'communication skills.In the fourth part, from the perspective of mother language acquisition process, illustrate on the social-cultural theory, class-based social interaction is important for the students'output. So we investigated the students'speaking in classroom. With the data analyzing, we produced various statistics forms to study the teachers and students utterance in different classes. And the experiments proved that during the "scaffolding" teaching, the times of"talk-turn"and the number of teachers'referential questions had markedly increased.Classroom teacher-student interaction include: initiation, negotiation of meaning and feedback. Around these three aspects, the demonstration of "scaffolding" teaching proved: to urge the"effective output", the teacher should raise more referential questions to lead the students to interact; through the negotiation of meaning to ensure smooth communication and provide feedback with additional input, or which initiate further output. The"student-oriented"creation of context and the practice of "scaffolding" teaching have positive significance for our further study on second language acquisition in classroom.