Oral Communication Teaching Case Study Based On Positive Pragmatic

As a basic skill for hum an survival of the or al communication ability,more and more countries attach im portance to language teaching,its importance is be yond doubt,and oral communication ability training which is systemic and normative in the classroom is an important guarantee to improve the ability of oral Chinese.However,the current primary and secondary oral communicative class or often become vassals of reading,writing class.It is difficult to mobilize the emotional experience of students,teaching effectiveness needs to be strengthened.After inquiry,fundamental cause of th is phenomenon is that oral com munication focus on the teaching of language knowledge and communicative knowledge,ignoring the expression of language practice based on students.The author consults pragmatics knowledge,especially "the positive pragmatic" new ideas advocated by professor Pan Yong from Zhejiang Normal University,with Madagascar oral communication teaching experience as the resear ch resources,explore the primary spoken Chinese teaching practice positive pragmatic perspective,through the research and analysis of the teaching cases,from the perspective of foreign students,summed up the strategies of oral Chinese teaching,to provide reference for Chinese oral communication teaching of schools at home.The paper includes five parts: the first chapter is the introduction part,mainly introduces the purpose and significance of the research,th e definition of the core concepts,the oral communication teaching of Chinese at home and abroad,the dilemma of oral communication.The second chapter is the preparati on stage of the case study,the author m ainly through interviews,from the aspect of th e curriculum,teachers,students spoken Chinese teaching materials and other aspects,to do interviews at Antsiranana University.The third chapter is the practice part of primary oral Chinese teaching based on posi tive pragmatic,this chapter includes comparison and analysis of two teaching cases,the teaching situation of the preliminary practice stage and mature stage as well as students’ performance.And to summarize the positive pragmatic perspective of rationality of the teaching of or al communication and irrationality,f ind the teaching difficulties and breakthrough point.The fourth chapter is to put forward the feasible teaching strategies of domestic Chinese oral communication teaching.Oral com munication course content should be able to contact the actual and dy namic student life to he lp the students to think actively.The interaction,knowledge and activities.The organization of teacher s in the classroom,as much as possible to mobilize students’ emotional experience,give full play to th eir advantages,the return of the dominant position of the students,the expression of the release of their unique charm personality.The summary section illustrates an overview of the role of new classes of oral communication from the perspective of teachers and students.Ov erall,as the starting point,this paper is base d on the current worrying situation of China’s primary and middle school oral communication teaching,with a positive pragmatic perspective,the author combines the practice of spoken Chinese teaching in Madagascar,to explore a reasonable teaching strategy,and provide a reference for the domestic Chinese teaching of oral communication.