A Study On Classroom Cohesion Of International Chinese Novice Teachers

The teacher’s discourse in the Chinese classroom is the basis for ensuring teacher-student communication and positive interaction,among which the articulation language is the key to connect and guarantee the effective and orderly classes,and is an indispensable part of the teacher’s discourse.Novice teachers of Chinese have just entered the Chinese teaching profession,they lack teaching experience and a mature discourse system,and inevitably have some teaching problems.In the research,I found that there is short of research on classroom articulation in the literature,and there are some issues in the process of articulation.In this context,in order to enrich the research results of classroom articulation language in Chinese as a foreign language,improve and enhance the effectiveness of teachers’ discourse,and ensure the theoretical support of teaching practice and the smooth development of teaching sessions,this thesis takes classroom articulation language as the research content and uses various methods such as classroom observation,statistical and case analysis to study the use of articulation language of five novice teachers in the classroom.Identify the use of articulation language in classroom initiation sessions,unfolding sessions,and concluding sessions.We analyze the pragmatic functions and usage characteristics of articulation by type and explore the influencing factors which teachers’ selection of articulation.Finally,we summarize the principles of articulation design and make suggestions on the use of articulation from the perspective of classification,in order to enrich the research results of teachers’ discourse and provide reference for practice.This paper is divided into five sections.Firstly is the introduction,including the background,purpose,significance of the study,relevant investigation methods and the sources of the corpus of this study;the second part organizes the definition of relevant concepts and relevant theoretical foundations involved in this study;Chapter three introduces the five types of classroom articulation language and analyzes novice teachers’ use of classroom articulation language in three steps: initiation,unfolding and conclusion through the investigation and organization of the corpus;The fourth part examines and analyzes the pragmatic functions of novice teachers’ classroom articulation,discusses the characteristics of articulation and influencing factors;The fifth part analyzes the characteristics,puts forward the principles of classroom articulation design,and makes corresponding suggestions on the use of classroom articulation for novice teachers from the perspective of the classification of articulation,in order to promote the improvement of teachers’ teaching ability.