A Research On The Effect Of Invalid Teacher Discourse On Chinese Language Acquisition Of International Students

In recent years,Chinese language enthusiasts have been increasing day by day,and the cause of international Chinese language education has been developing rapidly,showing a good momentum.In order to meet the needs of Chinese language learners around the world,Confucius Institutes have emerged and many Chinese language teachers have embarked on the path of contributing to the cause of international Chinese language education.However,the quality of teachers’ teaching varies,and is far from being proportional to the increasing demand for education from Chinese language learners.This means that our urgent task is to improve the teaching standards of teachers of Chinese as a foreign language in order to meet the educational needs of people.While academic research on teacher discourse has been ongoing for more than a decade,research on invalid teacher discourse is relatively weak.Therefore,we choose invalid teacher discourse as the object of our study to analyse its impact on the acquisition of Chinese language by international students.In this paper,we take teachers’ discourse,questioning discourse and feedback discourse as the content of our study,observe the classrooms of Chinese as a foreign language teachers,summarize the cases of ineffective classroom discourse of Chinese as a foreign language teachers,aim to find out the relationship between ineffective teachers’ discourse and the acquisition of Chinese language by international students,and propose strategies to improve the effectiveness of teachers’ discourse.This paper consists of six parts: the introductory part briefly introduces the background and significance of the chosen topic,the object of the study and the methodology,and outlines the relevant research developments in teacher discourse.The second part outlines the basic concepts and related theories,defines ineffective teacher discourse,and points out that the theoretical foundations of this paper are discourse analysis theory,input and output theory and nearest developmental area theory.The third part of the paper is about the classification of invalid teacher discourse.By collecting the corpus of invalid teacher statements,questioning discourse and feedback discourse,the corpus is classified and summarised,and the main reasons for the production of invalid teacher discourse are analysed.The fourth part is an empirical study,using the data processing software SPSS.25 to collate the questionnaire data and then conduct targeted interviews with international students to analyse the impact of invalid teacher discourse on the acquisition of Chinese language by international students.The fifth part is a proposal for improving the effectiveness of teachers’ discourse,mainly from the perspective of both schools and teachers,pointing out that schools should strengthen their teaching management and optimise their teaching environment,while teachers of Chinese as a foreign language should improve themselves and enhance their teaching efficiency.The final section concludes the whole paper,while reflecting on the areas for improvement.