A Study On The Teacher-student Speech Interaction In The Comprehensive Chinese Classroom As A Foreign Language At The Primary Stage

Teacher-student verbal interaction in the integrated Chinese as a foreign language classroom is not only a language communication behavior but also an important way of emotional communication between teachers and students,which is directly related to improving students’ Chinese knowledge level.Therefore,the teacher-student verbal interaction in the comprehensive Chinese as a foreign language classroom is particularly important for both students and Chinese teachers.On the basis of a detailed understanding of the teacher-student speech interaction in the comprehensive Chinese as a foreign language classroom,through questionnaire surveys,video quantification,classroom recordings,etc.,the teacher-student speech interaction in the elementary comprehensive classroom is investigated and researched to understand the "Happy Chinese" classroom The specific situation of teacher-student speech interaction,as well as the attitudes and views of Chinese learners on teacher-student speech interaction,summarize the problems existing in teacher-student speech interaction in the comprehensive classroom at the initial stage.Teacher-student speech interaction is analyzed from two aspects: structure and discourse.The survey results show that the structure of teacher-student verbal interaction is as follows:teacher’s speech accounts for a large proportion and is dominated by teaching speech,students’ speech is less and mainly passive speech;teacher’s instructional speech is few and important,and students’ obedience The speech is basically silent speech;the teacher’s questioning speech is directly proportional to the student’s response speech.The expressions of teacher-student verbal interaction are as follows: teachers use auxiliary speech at a high rate,speak slowly,vocabulary repetition rate is high,and sentences are mostly "blank sentences",while students mainly use Chinese utterances and have a high degree of completeness..In addition,as the most important part of teacher-student verbal interaction in the comprehensive classroom,questioning-answering-feedback shows three situations: first,in teacher questioning,the teacher’s questions are many and divided into asking questions,not assigning students to answer,and asking questions.There are three ways to designate students to answer later,and to designate a student first and then ask questions;closed questions are mainly used,and the distribution of questions is mainly based on collective distribution;when questions are asked,they will be repeated for students in a timely manner.Second,in student responses,the passive response speech of students dominates;the answer types are divided into general answers,question-style answers,silent answers,and new topics after answers;wrong answers mainly focus on content errors and misunderstandings.Third,teachers’ feedback is mainly praised,and corrective feedback mainly includes five forms:clear correction,request for clarification,restatement,guidance in multiple ways,and metalanguage prompts.There are three problems in the teacher-student verbal interaction in the comprehensive classroom at the initial stage: lack of subjectivity,insufficient verbal interaction,and lack of emotion in the interaction.In response to the above problems,teachers should: change the concept of speech interaction,pay attention to the main status of students’ speech,choose speech forms of equal communication,increase the form of speech activities,and encourage students’ speech innovation;improve the questioning link,set diversified questions,and make choices more enlightening The way of questioning is to set a moderate number of questions,evenly distribute the questions,and leave enough time for students to think;the teacher’s feedback speech should be targeted,time-sensitive,and as diverse as possible;The teacher’s speech design should be reasonable,interesting,and affectionate.