A Study Of Teacher-student Class Speech Communication In Teaching Chinese As A Foreign Language

With the improvement of China’s comprehensive strength and the booming development of teaching Chinese as a foreign language(abbreviated as “TCFL”),more and more foreign students choose to study Chinese in China.In order to further promote the localization of Chinese language teachers in South Asian countries,the Confucius Institute began to establish a project named Confucius Institute Scholarship for Chinese Language Teachers Training in South Asia in 2015 with the support of the “Belt and Road” policy and.As one of the national training bases for international Chinese language teaching,C University has successively undertaken the training of Sri Lankan Chinese language teacher class since 2015,hoping that students will return to Sri Lanka to spread Chinese culture after graduation.Because of different cultural backgrounds between Chinese teachers and Sri Lankan students,it should be discussed how teachers of Chinese as a foreign language can optimize classroom teaching,improve teaching standards,and enhance students learning efficiency based on students’ national characteristics and cultural backgrounds.It is not only a process of intercultural communication,but also a process that requires effective teaching.Classroom is the main environment of teaching and class teaching is actually an activity of teaching and understanding.The Teacher-student communication in class is of educational significance.It strengthens the communication between teachers and students,thus improving the level of class teaching and promoting student’s learning and development.Therefore,this study is based on Habermas’ theory of communicative action,second language acquisition theory,and intercultural communication theory.Adopting classroom observation and interview methods,this study objectively and accurately examines the current situation of teacher-student classroom speech communication in TCFL class from six aspects: language medium,environment,subject,content,method,and result.According to deep analysis,the study found that the problems are mainly manifested in four aspects,which are the fixed setting of tables and chairs to some extent restricts the communication between teachers and students,the single form of teacher-student communication and student poor participation,enthusiasm and initiation and lack of awareness of intercultural communication awareness and skills.Consequently,this paper proposes targeted suggestions to promote teacher-student class verbal communication in TCFL from the perspective of the environment,teachers,students,and cross-cultural communication.