Research On The Language Characteristics Of Teaching Chinese As A Foreign Language At The Primary Stage Based On The Perspective Of Lexical Richness

This paper uses the methods of classroom observation,corpus analysis,data analysis and case study,draws on the theory of lexical richness,discourse analysis and speech act theory,and uses the teaching language of novice teachers and expert teachers(instructional instructional language,explanatory instructional language,feedback Sexual teaching language)was used as the research object,and a comparative study was carried out from four perspectives:lexical diversity,lexical complexity,high-frequency words and lexical density.The main research conclusions are as follows:In terms of vocabulary diversity,the vocabulary diversity of most novice teachers has an upward trend with class hours.The instructional teaching language and vocabulary of expert teachers is more diverse than that of novice teachers,and the instruction coverage is wide and concise.Novice teachers with lower lexical diversity pay more attention to reading and use the same instructions repeatedly;novice teachers with higher lexical diversity give redundant and complex instructions.The vocabulary diversity of the explanatory teaching language of expert teachers is lower than that of most novice teachers.They use more focus sentences that summarize the central semantics,and make full use of teaching aids and gestures to add explanatory information.Most novice teachers mainly use the Chinese-English repetition method,and a few novice teachers have the problem of patterning their explanatory language.In terms of feedback teaching language,expert teachers give priority to simple positive feedback,timely error correction,and vocabulary diversity among novice teachers.The novice teachers who are lower than the expert teachers have a single feedback method,mainly simple positive feedback and "simple positive feedback+retelling",and less corrective feedback.The novice teachers who are higher than the expert teachers repeat themselves in the feedback stage due to the inadequate explanation of language points.In terms of vocabulary complexity,the vocabulary complexity of novice teachers has a downward trend with the class hours.The vocabulary complexity of the teaching language of expert teachers is lower than that of novice teachers,and they can consciously control the difficulty to meet the students’ Chinese level.The teaching language of novice teachers is difficult,which is manifested in:random use of out-of-class words in the instructional teaching language,and then translation with intermediary language;tendency to introduce new exercises by explaining grammar;confusion of learned and unlearned words.There is a lack of presuppositions in the explanatory teaching language,a lot of self-correction,general explanations and too difficult words.The feedback information in the feedback teaching language is redundant,and the positive feedback is complicated.In terms of vocabulary density,the vocabulary density of expert teachers is lower than that of novice teachers in terms of instructional teaching language.The use of nouns by expert teachers is lower than that of novice teachers,and they seldom use personal names to give instructions;the frequency of use of modal particles by expert teachers is higher than that of novice teachers,and the use of modal particles by expert teachers is mainly for sentence formation and soothing tone.The use of modal particles by novice teachers is mainly for the function of delaying time and bridging new talking turns.In terms of explanatory teaching language,the vocabulary density of expert teachers is higher than that of novice teachers.Focus sentences composed of more content words are shorter in length and more concentrated in information.There are a lot of output in the novice teacher’s explanatory language,and many function words are used to connect the sentences.In terms of feedback teaching language,the vocabulary density of expert teachers is lower than that of novice teachers.The feedback from expert teachers is concise and corrects errors in time;the feedback from novice teachers is not very specific.Based on the research conclusions,this paper gives corresponding suggestions.The first is the overall suggestion for the teaching language,mainly including:keep the teaching language concise,balance the diversity and complexity of the teaching language,focus on the target language,and appropriately extend the waiting time.The second is the suggestion for the overall classroom teaching.It mainly includes:fully preparing before class,mastering information-based teaching technology,making teaching records and reviewing.