An Analysis Of Teacher-Student Discourse In Immersive Oral Classroom

As an important part of oral class,teacher-student discourse plays an important role in teachers’ understanding of their own teaching situation and mastery of students’ learning conditions.The proportion and distribution of teacher-student discourse will directly determine the quality of oral class.Immersive oral Chinese class is the only language learning class,which will bring great challenges to teacher-student discourse.Understanding the characteristics and differences of immersive teacher-student discourse in different language stages will help teachers improve their teaching and improve their teaching efficiency.Therefore,the study of teacher-student discourse in immersive oral Chinese class will help and guide teachers to output appropriate number of words and turns,and put forward the questions that are most suitable for students.The types of questions and the most appropriate discourse strategies are used to guide students to output oral Chinese so as to improve their communicative competence in Chinese.This paper adopts the quantitative and qualitative research methods,integrates the relevant theories of conversational analysis,analyzes and explores the teacher-student discourse in the primary and intermediate immersive oral Chinese classes in China,and through class observation,interview,class audio and video recordings and other forms,combined with Praat software and Elan tools to intermediate immersion class teacher-student turn,teacher questions and discourse strategy three aspects of qualitative and quantitative analysis.On this basis,this paper examines the influence of teacher talk on students’ teaching,and puts forward some reasonable suggestions to improve the teaching effect.This article is divided into five chapters:The first chapter is the introduction and the literature review part,which briefly summarizes the research background,the origin and significance of the topic,and the research ideas.and briefly summarizes the current situation of immersion teaching model and teacher-student discourse research at home and abroad.The second chapter is the research and design part of this paper,mainly introduces the related situation of this research,including the research contents,research objects,research methods and research tools and so on.The third chapter introduces primary and intermediate immersive oral Chinese classes,and makes an empirical study from three aspects:the discourse of teachers and students,teachers’ questions and discourse strategies.The differences and characteristics of immersive oral Chinese classes in different language stages are compared.The fourth chapter mainly through the Praat software and Elan tools obtained language maps and annotated statistical tables to demonstrate and analyze the above three aspects of the study.This paper discusses the teaching effect of immersive spoken Chinese teacher discourse in different language stages with quantitative method and digital description.The fifth chapter is the conclusion,summarizes the full text,combined with the above-mentioned research contents,puts forward the relevant teaching suggestions for teachers engaged in immersion oral Chinese teaching in the future.At the same time,it also finds out the methods that need to be further improved in the research process and the prospect of its application.