A Case Study Of Novice Teachers’ Interactive Discourse In The Elementary Practical Course Of TCSL

In the teaching of Chinese as a foreign language,classroom interaction has received more and more attention from Chinese as a foreign language,and fruitful results have been achieved in recent years.This article takes Long’s interaction hypothesis as the main theoretical foundation,analyzes the interaction hypothesis in depth,and uses the interaction adjustment method adopted by native speakers and non-native speakers in the interaction hypothesis as the main framework to analyze the teachers and students in the Chinese language classroom.Interactive adjustments.The research object of this article is three novice teachers of elementary Chinese practice classes in a university preparatory class.The three teachers are studied by using the literature method,case study method,and statistical analysis method.The classroom recording and classroom listening methods are used to reflect the actual classroom.Based on the analysis of the transcribing content and the collated classroom lecture records,the specific situation of the research is obtained.Through statistical analysis,the three teachers form clear tables in the specific use of dialogue strategies,question types and repair strategies;and according to Transcribe content and data statistics to find out the current problems of the three teachers.This article finds that the problems of the three novice teachers in dialogue strategies are mainly lack of authenticity of prominent topics,too many short questions and too large jumps,and the form of highlighting new topics is not obvious.The main types of questions are: The type of questioning is single and the presentation is the main type.In the repair strategy,the teacher lacks control,clarification request does not pay attention to the effect,the teacher has too many repetitive discourses on the confirmation check and the three novice teachers tolerate too much ambiguity.This article proposes the following optimization strategies for the problems found: First,in terms of novice teachers: novice teachers need to fully preset the topic situation before interaction to avoid interaction difficulties,secondly,select appropriate questioning methods to promote classroom interaction,and finally appear in the interaction Actively respond to problems when problems arise and repair classroom interactions;secondly,in the training of novice teachers: first,cultivate the theoretical awareness of novice teachers,second,organize novice teachers to observe and practice;third,cultivate the novice teachers’ reflective consciousness,through their own and external forces Optimization can better promote the development of novice teachers of Chinese as a foreign language.