A Study On Classroom Language Of Interaction And Cooperation Between Chinese Schools In Thailand

In the classroom of teaching Chinese as a foreign language,teachers' use of classroom language not only reflects their teaching level,but also affects the quality of chinese classroom teaching directly.Based on the author's one-year teaching experience in chinese school in Thailand,the author found that chinese learners in Thailand have few opportunities to use chinese in real life,and the teacher's classroom language is the direct source for chinese school learners to learn chinese.How to use limited classroom language to build an efficient and interactive chinese teaching classroom is the key point of this paper.For this reason,the author takes the learners from Boonya wittayakarn School in chonburi province as the experimental object,based on the second language teaching and acquisition theory,interactive and cognitive theory and cross-cultural communication theory,through the methods of questionnaire,interview and experiment,a set of interactive and cooperative teaching mode and its related classroom language model are designed.A two-month teaching experiment is carried out in the later stage of teaching to verify the applicability of this model.This paper study the classroom language of chinese primary school in Thailand from the perspective of interactive cognition.It not only discusses the interactive form of chinese classroom from teachers' asking and feedback,but also discusses the necessity of effective interaction of classroom language from other different language perspectives,which provides a new idea and direction for the study of classroom language.Based on the previous theories,combined with experimental data and teaching reflection,this paper aims to put forward some methodology ofclassroom language for chinese primary school teachers in Tailand.