Primary Zonggeke Explanatory Teaching Language Study Chinese As A Foreign Language

Explanatory teaching language is a language that teacher use to explain Chinese when teaching Chinese as a second language(TCSL). It is not only a kind of method to organize class but also a major source of learners’ understandable imput. Explanatory teaching language has a direct effect on learners’learning and acquisition.The focus of the study is the grammar period of intensive class for the beginners. We collect three experienced and three inexperienced teachers’language materials through sound-recording in classroom. The characteristics of explanatory teaching language are presented. The differences between the experienced and inexperienced teachers’explanatory teaching language and effects on the learners’learning and acquisition are compared and analyzed from five aspects:code, phonetics, vocabulary, grammar and appropriateness.The findings are concluded as follows:The teachers prefer target language priority principle. Two ways in code-swith, which are Chinese with English explanation and Chinese mixed with English, are good for learner’s acquisition. Teacher’s speed is slower than the normal speed of speaking while faster for learners. Teachers repeat their own words and learners’answer to strengthen memory. Leaving blank is used to help learners to construct a Chinese system. Due to learners’level, teachers use several parts of speech to improve the quality of teaching:the nouns indicating concrete concept, the verbs indicating concrete actions, the adverbs acting as elements of sentence, the modal particles stressing the teaching contents and slowing down the teacher’s speed. Part of pronouns and verbs are used frequently. The MLU (Mean Length of Utterances) increases progressively as the learners’level grows. The usage of complex sentences is positively correlated with MLU. The un-natural language teacher use deliberately is easy to understand. It can not lead learners to cause errors. The aptness of explanatory teaching language increases progressively with the teaching contents and learners’level. The suggestions about how to speak explanatory teacher language are as follows: spoken Chinese first, written Chinese second; target language first, intermediary language second; accomplish teaching objective first, suit the learners’level second; the extra-stage explanatory teaching language should meet the communicative demand and basic expression.