A Study On Teacher Talk In Elementary And Intermediate Listening Classes Of Chinese As A Second Language

The study of teacher talk is an important part of the study of Second Language Teaching,and has been paid more and more attention by the researchers of TCSOL.This paper focused on the teacher talk in the listening course of TCSOL.On the basis of the existing research results of teacher talk,this paper summarized the principles and the overall observation framework of teacher talk in listening class.Based on this,this paper made an investigation of teacher talk in the listening class of elementary and intermediate level from the perspectives of discourse features,discourse functions and discourse strategies.Firstly,through a semester of classroom observation,we collected classroom discourse data of five teachers in the school,described and analyzed the salient features of discourse,and made a comparative analysis from the two dimensions of novice&skilled teachers and elementary&intermediate language levels.Secondly,on the basis of qualitative analysis,this paper transcribed the teachers' classroom discourse corpus,and conducted quantitative analysis on several indicators,such as discourse volume,speed,ratio between Chinese and English,and discourse word frequency.Thirdly,according to the discourse characteristics of the research object,this paper started with several teaching functions,such asclassroom organization and management,explanation,questioning,feedback,strategy guidance and effective roughly-tuned input to make case analysis of the classroom discourse corpus examples of teachers.The research results show that the teachers of the listening course of this school made conscious adjustments to classroom discourse,showing good adaptability between teacher discourse and student level and decent implement the principle of intelligible input,also reflecting a certain sense of conscious demonstration.However,there is room for improvement in strategies and emotional support,code-switching strategies,the effectiveness of questioning and feedback,and the generative use of immediate context in the classroom.The article thus puts forward corresponding teaching suggestions in terms of the form,content,teaching principles and teaching design of teacher talk to improve its effectiveness in the elementary and intermediate listening class and to improve the quality of novice teachers' discourse: 1.Improve the awareness and prudence of the characteristics of the discourse form;2.Provide students with rich knowledge of the target language;3.Improve the effectiveness of classroom questioning and feedback;4.Enhance the communicative orientation of teachers' discourse;5.Teacher talk should help alleviate students' language anxiety;6.Teachers talk should be creative and generative;7.Give play to the role of teacher talk in promoting and guiding students.In order to get to know the subjective evaluation by the international students of the school about the quality of the teacher's talk in listening class,the study also used questionnaires as supplementary materials to examine the performance of the research subjects in quality indicators such as the difficulty,the appropriateness of the media language and the adaptability to the students' level.