An Interactive Analysis Of Classroom Language Among New And Skilled Teachers Of Chinese

Class teaching is at the core of second language teaching.Students learn and master the language knowledge and skills of the target language through class interaction,and develop the ability to communicate in the target language.By analyzing the interaction of class discourse in Chinese,teachers can comprehensively and accurately understand the effects and rules of learners’ language learning,so as to find out problems to better guide teaching.In the field of teaching Chinese as a foreign language,the research on the interaction of class discourse started relatively late,and the research content and method are relatively simple.Many subjects need to be further analyzed.In view of this,this paper analyzes the discourse interaction in Chinese class.The subjects of this study are two TCFL teachers and their eight students.These two teachers are both Chinese comprehensive course teachers teaching the fourth grade students in the China studies program of Peking University,one is a novice teacher who just participated in the internship,and the other is a skilled teacher who has worked for many years.The eight students are all college students from the United States.all intermediate and advanced Chinese language learners.We recorded a Chinese lesson of two teachers,and transcribed a total of more than 50.000 words.Firstly,this paper reviews the relevant researches on conversational analysis theory,class interaction theory,class discourse interaction and the existing research results of Chinese class discourse interaction,and determines the theoretical basis of this paper.On the basis of the theory of conversational analysis and class interaction,this paper selects the research method of combining quantitative and qualitative analysis,and makes a detailed description and analysis of the interaction of Chinese class discourse.Then,We used the Flanders interactive analysis system to conduct a quantitative analysis of the two teachers’ Chinese classes,discusses the nine variables respectively which are the ratio of teacher’s talk,students’ discourse ratio,ratio of quiet or chaos situation,teachers directly and indirectly effect ratio,Teacher questioning ratio,student spontaneous ratio,teacher’s real-time questioning ratio,stable state area ratio,student stable state ratio.These nine variables objectively present the situation of discourse interaction in Chinese class from the three aspects of discourse volume,mode of discourse interaction and continuous state of discourse interaction.Based on the problems found in the quantitative analysis,we use the method of conversational analysis to conduct an in-depth analysis of the interaction of Chinese class discourse.First,we investigate the turn and its construction unit,and analyze the interactive characteristics of Chinese class discourse.Then,we examine the interactive mode of Chinese class’s discourse,and focus on the completion of the two teacher-led interactive mode of discourse.Finally,we investigate the allocation of the turns,the pause in the turns and the silence after the turns,and analyze the mastery of the rules of discourse interaction in class.Through quantitative and qualitative research,we draw the following conclusions:in terms of the characteristics of the interaction of Chinese class discourse:the interaction of middle and advanced Chinese class discourse has the characteristics of continuity,complexity and fluency,but the development of the three is not balanced in the actual class.To be specific,the interaction duration of class discourse of the two novice teachers is relatively high,the complexity of the interaction of class discourse of the novice teachers is higher than that of the proficient teachers,and the fluency is lower than that of the proficient teachers.In terms of the interactive mode of Chinese class discourse,there are mainly four modes of discourse interaction in Chinese class,namely IRF mode,IRFR mode,I1R1(I2R2)F mode and IR1F1/R2F2 mode.Among them.IRF mode,IRFR mode,I1R1(I2R2)F mode and IR1F1/R2F2 mode are mainly teacher-led.IRF mode and IRFR mode are mainly student-led.In terms of the rules of the interaction of Chinese class discourse:the master of the rules of the interaction of class discourse of the proficient teachers is better than that of the novice teachers.The main performance is that the proficient teachers and students have a better command of the allocation of the Chinese class turns and have a more acute perception of the end of the silence of the dialogue turns.Generally speaking,when students master the rules of turn-taking in class,they master the rules of discourse interaction in class.Based on the above conclusions,we put forward some suggestions for the interaction of Chinese class discourse.First,teachers should design more effective questions or triggers for students’ language problems,so as to promote the balanced development of continuity,complexity and fluency of class discourse interaction.Secondly,teachers should communicate more with students to understand their learning needs and learning styles,so as to provide students with a more appropriate interactive mode of discourse.Third,teachers should focus on training students to master the rules of turn-taking so as to improve students’ communicative competence.