A Study Of Online Chinese Classroom Explanatory Language For Overseas Chinese Children

With the development of online teaching in international Chinese,the various teaching abilities presented by teachers in online classrooms have become hot research topics,especially the teaching language of teachers.Among the many classroom languages of teachers,explanatory language,as the highest proportion of teaching languages,should be paid enough attention.At the same time,looking at the student group,overseas Chinese children abroad are undoubtedly one of the largest categories,whether it is learning background or academic situation,the research object of overseas Chinese children is quite different from non-Chinese children.Therefore,the language of instruction used by teachers for overseas Chinese children is necessary and should be distinguished from other similar studies.Based on summarizing the relevant research results,this paper conducts research on teachers’ online explanation language based on theories such as input hypothesis,constructivist theory and cognitive discovery theory,and taking the particularity of overseas Chinese children as the starting point.Firstly,the characteristics of overseas Chinese children in terms of cultural affinity,environmental complexity,motivational intensity and imbalance of speech skills are pointed out,and the necessity and feasibility of taking overseas Chinese children as research objects are clarified.Secondly,eight representative teachers were selected to transcribe their course transcripts for teachers’ online classroom language explanations,and conducted research on teachers’ speech speed,invalid vocabulary,sentence length,tone and logic.Based on the statistics and analysis of the research results,we combined the characteristics of overseas Chinese children and found that several teachers can achieve stable speech speed,moderate vocabulary dimension,appropriate tone ratio,and guided speech,which is worth advocating.However,there are still some problems in the explanatory language of several teachers,such as:improper speed adaptation,too many invalid words,too long average sentences,ambiguous tone characteristics,and lack of logical relationships.Therefore,teachers should adjust their own explanatory speech speed to make it suitable for students’ ability level,and reduce the input of their own invalid words to ensure the scientific nature of the input materials.Teachers should also simplify and refine the length of sentences,and make periodic adjustments based on students’ feedback.In addition,they should also use various methods to gradually enhance the tone characteristics of their own explanatory language,and use self-monitoring and evaluation by others to strengthen the logic of explanatory language and improve their explanatory ability as much as possible.