A Study On Primary Chinese Learners’ Acceptance Of Classroom Discourse In Indonesia Chinalink Institute

Teacher’s classroom discourse is the key factor in classroom teaching effect.What is the learner’s feedback on it is one of the important criteria to test the effectiveness of the teacher’s classroom discourse.At present,the research on Chinese teacher’s classroom discourse from the perspective of learners’ acceptance is mainly scattered in some papers and monographs,and there are very few specialized works.Therefore,it is necessary to explore the effectiveness of Chinese teachers’ classroom discourse in a comprehensive,centralized and in-depth perspective from the perspective of the learners’ acceptance.This paper analyzes the actual situation of the teaching of Indonesia Chinalink Institute,where the author works,and collects the research materials through classroom record,documentary research,questionnaire survey,individual interview,etc.The qualitative analysis and quantitative analysis are used to deal with the materials.This article is divided into five parts:The first part is the introduction,which mainly introduces the origin,content and method of the research,summarizes the domestic and foreign research status related to the second language teacher’s classroom discourse,and discusses the research value of this paper.The second part summarizes the basic situation of Indonesia Chinalink Institute from five aspects: curriculum,teaching management,teaching mode,teachers’ situation and students’ situation.The third part,from the perspective of the acceptance of Chinese learners,based on the classroom record,personal interviews and relevant theoretical knowledge,calculates and analyzes the results of the questionnaire,and finds out the main problems in the pronunciation of Chinese teacher’s classroom discourse: the speaking speed is unfavorable,the flow of words is not smooth,the tone is not mild,the volume is not stable,and the words are not clear.And it is concluded that in addition to reading when the artistic nature of the Chinese teacher’s classroom discourse is strong,and the teacher receives much recognition,the discourse of explaining,dialogue,instruction,questioning and feedback still have various problems in six kinds of classroom discourse.These problems are as follows: explaining discourse is poor normative,dialogue discourse is short of principle,command discourse is lacking in clarity,the level of difficulty of questioning discourse is vague,and feedback discourse is not concrete and is lack of enlightening.In the fourth part,according to the above conclusions,the author puts forward the corresponding strategies to improve the Chinese teacher’s classroom discourse.On the one hand,it is necessary to raise the awareness of Chinese teachers to perfect their phonological features so that they can reach the level of moderate speech speed,smooth speech flow,proper tone,stable volume and clear spat.On the other hand,it is necessary to strengthen the pertinence of Chinese teacher’s six kinds of classroom discourse.The improvement is made from the following six aspects: the artistry of the reading discourse,the standardization of the explaining discourse,the principle of the dialogue discourse,the clarity of the command utterance,the openness and stratification of the difficulty of the questioning discourse,and the concretization and guidance of the feedback utterance.The fifth part is the conclusion,which summarizes the full text,points out the value of the paper and explains the shortcomings of the paper.