Chinese Teaching Language Analyzing In Thai

The Thai Chinese teaching has a long history, however, Chinese teaching in Thailand is not smooth.Classroom teaching language is the carrier of teacher knowledge, are als o the main source of students learning Chinese.Teachers’ classroom teaching language directly influences the effect of learning and teaching effect.Therefore, Chinese teach ers to study in the classroom teaching language, help to find in the existing problems i n the process of classroom teaching.Paper, guided by the related theory of teaching Chinese as a foreign language, Chines e teachers’classroom teaching language in Thailand as the research object, through vi deo recording and questionnaire survey method to collect information and research, c ompare the different levels of Chinese teachers’ classroom teaching language, summar izes their respective advantages, hope to provide Suggestions for teachers in Chinese, help for the smooth of Chinese teaching in Thailand.Paper is divided into five parts:The first chapter, introduction. Introduced the selected topic background, research purpose and significance, research status at home and abroad;And survey content of thought and method to do a simple introduction.The second chapter, classroom teaching language related concepts.Of teachers’ classroom teaching language definition, introduces the types and characteristics of teachers’ classroom teaching language.The third chapter, au school teachers’ classroom teaching in Chinese language.Introduced survey plan, the au school Chinese teachers’ classroom teaching language of investigation, and make analysis and summary.The fourth chapter, au school teachers’ classroom teaching language listening and speaking class content and characteristics of the analysis.This part of practice teaching materials, namely, the author’s class view recording materials and the students themselves to record the teaching video material. Thus concludes that teachers’ classroom teaching language pronunciation, diction, syntax, and the use of auxiliary posture language features.The fifth chapter, based on the above analysis conclusion, combined with 23 Chinese teacher for four months internship, suggest the use of second language teachers’ classroom teaching language.The sixth chapter, conclusion.The author in this paper, we study to do.