An Investigation Of The Novice TCSL Teachers’ Invalid Teaching Language

With the rapid development of economy and technology of China, formed a global upsurge of Chinese learning, more and more fans came to China to study Chinese, in order to meet the needs of global Chinese learning, China set up Confucius institutes around the world, and many Chinese as a foreign language teacher also walked out of the country. But the efficiency and quality of teaching Chinese as a foreign language can not satisfy the growing demand. How to cultivate more Chinese as a foreign language teachers quickly and how to make the Chinese teaching more effective, is our problem to be solved immediately. The domestic research on effective teaching language has been done for decades, but the research for invalid teaching language is not fully discovered, so I chose invalid teaching language as my topic.In order to optimize the new teachers’teaching language, to improve the efficiency of teaching, to accelerate the cultivation of Chinese teachers, This article will focus on the teachers’ invalid teaching language. It adopts the method of combining theory with practice through literature study and class observation, analysis these new teachers’ invalid teaching language, and the causes of these languages, to puts forward corresponding countermeasures to solve these problems.This article consists of four parts:the first part is introduction, mainly includes the significance of topic selection, research methods, and the definition related to teaching language, the definition of invalid teaching language, the classification of the teaching language, teaching organizing principles and so on, these achievements are all based on the researches of predecessors;Invalid teaching language is the second part, from the observation and corpus collected by the author, and through analyzing, description and summary, invalid teaching language can be divided into different parts. And through the related materials, the possible causes of the invalid teaching language can be found through analyzing;The third part is aimed at the solutions of the invalid teaching language, mainly including how to use "introspection" and "feedback" in the diagnosis of own invalid teaching language, some specific suggestions, and by imitating the language of some excellent teachers and learning how to continuously improve their teaching language;The fourth part is epilogue, including the conclusion and the insufficiency.As a Chinese teacher for foreigners, we need to use a variety of methods to optimize their own language, it is not only the requirement for every teacher, is also a process of self challenge, a important way to realize self value.