The Discourse Analysis Of Teachers And Students In Immersion Chinese Class

With the rapid development of Chinese language international education,short-term Chinese language training programs are also flourishing in China.The successful practice of immersive teaching mode in Chinese language education makes its application in Chinese classroom more extensive.As the important part of immersive Chinese classroom, teacher-student discourse plays a crucial role in teachers' teaching behavior and students' learning situation.Therefore,the analysis of the discourse of teachers and students in immersive Chinese classroom can provide relevant thinking for Chinese teaching.This article from the teacher to ask questions,teachers' feedback,discourse strategies and four multimodal discourse perspective,research methods,combined with classroom observation and Elan research tools for immersion at different stages in Chinese classroom discourse between teachers and students to explore,summarize its characteristics and thinking about the impact of teaching discourse,so as to put forward reasonable suggestions for the work of Chinese teaching.This paper is divided into five chapters:The first chapter is the introduction and literature review,which firstly explains the background and reason of this paper's topic selection,and explains the significance of this paper's topic selection.Secondly,it summarizes and reviews the domestic and foreign scholars' current researches in the aspects of immersive Chinese teaching,application of multimodal theory and corrective feedback.The second chapter is th e research design,which introduces the main situation of this paper,including the research content,the research object,the research method and the research tool,and explains the transliteration of the relevant classroom corpus.The third chapter starts from the discourse of teachers and students in real classroom,combines relevant research methods,starts from the three aspects of teacher questioning,teacher feedback and discourse strategies,compares and analyzes the differences and characteristics of the discourse of teachers and students in different stages of immersive Chinese classroom,and analyzes the reasons for the changes and the teaching influence.In chapter 4,Elan multimodal analysis software is used to conduct data statistics and annotation on typical multimodal discourse in immersion Chinese classroom,and its distribution characteristics and teaching influence are found.The fifth chapter is a summary,combining the above specific research to summarize the research conclusions of this paper and explain the significance of this paper,so as to provide some teaching Suggestions and improvement measures for Chinese teachers engaged in relevant teaching work,and at the same time,illustrate the shortcomings of this study and look forward to the future research prospects.