A Study On Teacher Talk Of Novice Teachers In The International Chinese Online One-to-One Class

Currently,online international Chinese language teaching is steadily developing in various countries and regions around the world.Among them,the online “one-on-one” teaching model has been widely promoted and applied in the field of online Chinese language teaching.More and more students majoring in Chinese language international education are participating in the online “oneon-one” Chinese language teaching work,becoming the new main force of the online Chinese language teaching team.Faced with the changes brought about by online teaching,the use of teacher talk by novice teachers in online “one-onone” Chinese classrooms,its characteristics,and factors affecting it,are important topics that urgently need to be studied.This study focuses on the teacher discourse in online "one-on-one" classrooms of five novice teachers,using classroom observation,statistical analysis,and interview methods.On the basis of obtaining textual corpus and selecting observation scales,this study conducted a statistical analysis of novice teacher discourse from five aspects: management language,teacher sentence length,questioning language,feedback language,and discourse volume.It described the use of novice teacher discourse and summarized the characteristics of its use.On this basis,the focus is on exploring the specific factors that affect the use of discourse by novice teachers through classroom observation and interview methods,further examining the usage and characteristics of novice teacher discourse in online "one-on-one" classrooms,and identifying its existing problems.Finally,in response to the problems in the use of language by novice teachers,the following optimization suggestions are proposed: prepare well to reduce the impact of online teaching forms;Adopting various forms of management to address classroom issues;Strengthen the grasp of vocabulary usage;Flexibly adjust speech speed;Strengthen self discourse monitoring;Flexible use of different questioning methods;Clarify the purpose of the question;Enrich feedback forms;Emphasize the emotional nature of feedback;Reasonably controlling the amount of teacher talk;Strengthen theoretical understanding and practical reflection on teacher discourse.