A Study On Classroom Language Of Teachers Of Chinese As A Foreign Language

Classroom language for teachers of Chinese as a foreign language is an important carrier for teachers of Chinese as a foreign language to implement classroom teaching.It is not only a tool for teaching communication,but also a sample of student learning.It has an important position in the classroom research of teaching Chinese as a foreign language.Classroom language is the "magic weapon" for teachers of Chinese as a foreign language,and it is the key to the smoothness and success of a class.The so-called "workers who want to do well must first sharpen their tools",if a teacher of Chinese as a foreign language wants to have a good class,he must master the use of classroom language skills.In the foreign Chinese class,the language used in the classroom not only affects the learning efficiency of students,but also affects the realization of teachers’ teaching goals.However,at this stage,the research on teacher language is not rich enough,especially the research on the language of teachers of Chinese as a foreign language.There are also some deficiencies in the application of language for teachers of Chinese as a foreign language in the teaching process.This study summarizes the research results of the existing literature and uses the research methods of classroom observation and questionnaire survey to understand the use of foreign language classroom language.In the process of research,based on the observation of the case video and the survey results of the questionnaire,A more detailed feedback of the problems in the classroom language used by teachers of Chinese as a foreign language and the causes of the problems,and proposed corresponding measures.This research consists of four parts:The first part is the characteristics and principles of classroom language used by teachers of Chinese as a foreign language.This part mainly discusses the characteristics and principles of classroom language used by teachers of Chinese as a foreign language in teaching.The second part is the case analysis of classroom language used by teachers of Chinese as a foreign language.This chapter combines the use of the video courses of Chinese as a foreign language in the MOOC Center of Beijing Language and Culture University,and after transforming them into corpus materials,it introduces the specific usage of classroom language by teachers of Chinese as a foreign language,focusing on introducing words into the classroom,asking questions,correcting words,and classroom Use term tags for analysis.At the same time,the specific situation of teachers’ classroom language is counted.The third part is about the problems and their causes in the classroom language of teachers of Chinese as a foreign language.Combining the transcripts observed in the classroom and the data results obtained from the questionnaire survey,the analysis and summary of the problems existing in the classroom language of teachers of Chinese as a foreign language are mainly manifested as: 1.Improper speech speed in the classroom;2.The frequency of positive evaluation language is less;3.Invalid oral language is frequently used;fourth,the language form is single;fifth,the interaction of classroom language is insufficient;sixth,the use of classroom language is incorrect.On this basis,we combined the survey results and video observations to sum up the reasons for the cause,which are mainly reflected in the following four points.First,teachers lack systematic theoretical guidance;second,teachers’ literacy needs to be improved;third,teachers’ lack of correctness Correct understanding of classroom language;fourth,teachers lack an accurate grasp of student needs.The fourth part is the improvement suggestions and optimization strategies for the classroom language of teachers of Chinese as a foreign language.In response to the above-mentioned problems and causes,we put forward suggestions for improving classroom language for teachers of Chinese as a foreign language:(1)Strengthen relevant theoretical guidance and adjust the speed of classroom language;(2)Strengthen the art of evaluation discourse and use more positive evaluation language;(3)Improve Self-professionalism,reduce invalid classroom language;(4)Deepen the cognition of classroom language,use a variety of classroom language;(5)Accurately grasp the needs of students,and build a harmonious teacher-student relationship.At the same time,the author also puts forward the principle of first class language for teachers of Chinese as a foreign language,strengthens the communicativeness of teachers’ classroom language,pays attention to the cultural input of students,and optimizes the teacher’s classroom language to be efficient and versatile.