A Teacher’s Classroom Language Study On Pragmatic Strategy Of Teaching Chinese As A Second Language

Language is a tool for communication between people. The teacheris engineer for human soul, the tradition of civilization. TeachingChinese as a foreigner language teachers can not only shoulder the greatmission of the Chinese culture, but also different cultures communicatefriendly messengers, so teachers’ classroom language used by teachingChinese as a foreigner language is a great research significance. Theauthor through the internship in a domestic university’s school ofinternational communication, found that the teachers of teaching Chineseas a foreigner language in classroom language do exist some problems.Through consulting the domestic and foreign related literature, the authorfind about the study of pragmatic strategy and language class morefocused on the domestic primary and secondary schools, to the teachingChinese as a foreigner language teacher’s classroom language study isgiven priority to with study step by step, such as: research on primarycomprehensive classroom questioning, classroom evaluation languagestudy Chinese as a foreign language, etc. The classroom language as awhole research less, corresponding to the pragmatic strategies also less.Thus the author based on knowledge, practice experience and the existingresearch results, for the current problems in teaching Chinese as a foreignlanguage in classroom language to put forward some Suggestions, hoping to the booming Chinese international promotion to make a smallcontribution.The cause of this article first introduces the selected topicresearch, the subject of research value, research ideas and methods,secondly introduces the general research situation at home and abroad,related theory, combined with the current relatively complete domesticprimary and secondary school teachers’ classroom language pragmaticstrategy research of Chinese as a foreign language teacher’s classroomlanguage characteristics, the use of the principle, and combining thetheory and the author’s practice experience, proposed the Chinese as aforeign language teacher’s classroom language problems in terms ofpragmatic strategies, the author combined with a domestic universityagain for interview record has made the interview analysis, finally putforward concrete proposals for the author.