A Comparative Study Of Teacher’ Responses To Students’ Answers Between Novice And Skilled Chinese Language Teachers In Online Elementary Course

As an indispensable link of the classroom Q&A,teachers’ response to students’ answers(TRSA)is the teacher’s reply and processing after the student answers the question.The effective TRSA not only helps to promote the students’ learning,but also enhances the teachers’ professional development.In the subject teaching at home and abroad,TRSA has been widely studied,but there are still few researches related to it in the field of international Chinese language education,especially in the online teaching of international Chinese.In recent years,offline Chinese teaching’ has been restricted;instead,online Chinese teaching has gradually become the main way to teach Chinese as a foreign language.In the online Chinese course,most foreigners start with the elementary course.The classroom TRSA of the elementary course may directly affect the student’s interest in learning Chinese and their subsequent listening,speaking,reading and writing.Therefore,this paper studies the TRSA in the online elementary course by using the method of classroom observation and interview,and strives to discover the characteristics of international Chinese novice teachers and skilled teachers so as to put forward strategies for improving online classroom response ability of Chinese language teachers.This paper takes 8 Chinese language teachers who teach online elementary courses as the research object.It is based on the teacher-student interaction theory,the input hypothesis and emotion filtering hypothesis,and the generative teaching theory,and takes classroom observation,questionnaire survey and interview as the research methods,aiming to study the following aspects: First,in the online elementary comprehensive course,comparing the differences between the TRSA of novice and skilled Chinese language teachers,and finding shortcomings of novice teachers.Second,analyzing the reasons for shortcomings of novice teachers.Third,giving some suggestions to novice teachers to improve their answering ability.This study found that there were some differences in the classroom TRSA between novice and skilled teachers in the online Chinese elementary class.First of all,in the number of TRSA,the rate of novice teachers using TRSA is much higher than that of skilled teachers.Secondly,in the type of TRSA,skilled teachers are more often used to affirmation,praise and other positive responses,while novice teachers are more commonly used to simple affirmation,mechanical repetition,positive responses and other negative responses.In the quality of TRSA,novice teachers have a weak sense of TRSA.Their way and language of TRSA are relatively rigid,and there is also a lack of TRSA reflection after class.Finally,in the online elementary comprehensive class,the nonverbal TRSA is often absent.In view of the differences,this study analyzes the factors affecting the TRSA of novice Chinese language teachers,and puts forward suggestions for improving the ability of novice Chinese language teachers,including: clarifying the purpose of TRSA and paying attention to students’ differences,enhancing the awareness of TRSA and reflection on TRSA,strengthening professional ability and the quality of TRSA,and teaching wit,using methods of TRSA,and enriching the forms of nonverbal TRSA in online Chinese classrooms.