Analysis Of Teachers’ Initiations In Chinese Language Drill

This paper mainly explores something about teachers’initiation in the stage of Chinese language drill. We mainly solve3problems as follows:Firstly, is there any difference between discourse mode in this stage with the study results of the other people, and with the other stage of the Chinese class? If there is, what’s the difference? Secondly, what’s the difference between the functionary types of teachers’initiation in this stage with those in daily life? For functionary types of initiation, is there any difference in language drill stage and in knowledge instruction stage? Finally, concerning the initiation ways and the logic links, what is the characteristic of the teachers’initiation in this stage?In view of these3problems, this thesis altogether selected12Chinese teachers’ classroom video or audio (coming from8classes), and combined domestic and foreign research achievement. After doing transliteration of video recording, quantitative statistics and conversation analysis, we have drawn the following conclusions:(1)About the discourse mode in this stage, we verify the others’ study to some extent, but stills found some specialties:①the initiation rarely consists of statement,②repetition takes up a lot in IR mode, except the simply so-called initiation and response.③I(I1→I2...IN)→R→F mode should rather be called multi-act initiation than be named multi-move initiation, and it’s not just aroused from teachers’revising.④IR[I1R1(I2R2(INRN))]F mode cannot necessarily account for the faults of students’ response.(2)The type of teachers’initiation is mainly inquiring and request category, with statement in the next place (this kind of initiations almost cannot undertake the function of initiation independently), and the other functions which is in common use in everyday life are rarely found.(3) From inside of the exchange, initiation ways consist of multi-act initiation and multi-move initiation, each of which has relation of relevance, supplement and opposition. The supplementary initiations in the exchange possess the trait that the range narrows gradually, aiming to the expected response. From outside of the exchange, there are repetitive initiation and non-repetitive initiation. The latter has relation of relevance, replacement, complement, coherence, cause-effect etc, with the increasing difficulty in overall.Finally, on the basis of above conclusion, we make some suggestions about the quality and amount of language drill, and hope they can give some help to Chinese teaching.