The Study Of Teacher’s Language Input Issues In Primary Chinese Class At The Confucius Institute Of The University Of Burundi

As a basic way of second language acquisition,language input plays an important role in second language acquisition,it is the premise and foundation of second language acquisition in progress smoothly.Teacher’s language input,is the main source that students who are at Confucius Institute at the university of Burundi acquire comprehensive input,it is also the main medium for the spread of knowledge of Chinese teachers.Therefore,the effectiveness of language input at elementary Chinese class,can ensure that students directly obtain the quantity and quality of the target language input.Teacher’s language input types are divided into groups:the organize class language,the explanatory language,the model language,the command language,the questioning language and the feedback language.By analyzing and recording the results of questionnaire survey,found that there are some problems about the teacher’s input language in the primary Chinese class of the Confucius Institute at the university of Burundi : the media language use excessive or not to use;The teacher language input from the real context;Teachers’ language input rigidity,imbalance;Teachers’ language input repetition without planning;The teacher language input does not conform to the requirements of each teaching link.There are some strategy to resolve the problem that language input in primary Chinese class of Confucius institute at the university as follows: appropriate use of the medium of language;Teacher language input to close to the natural environment as far as possible;In conversation practice,teachers should have the consciousness to a full range of language input;In a planned way of learned knowledge retrieval;Teacher language input to accord with the requirement of each teaching link.