A Study On The Language Transfer Phenomenon In Spatial Expression Of Chinese Elementary Japanese Learner

As a main element in the communication process in teachers ’lectures,the part of teachers’ inquiries is a vital interactive form in lecture teaching.The essential function of the Teaching of Chinese as a Second Language(TCSL)refers to educate students’ spoken communication capability.Therefore,the sections of teachers questions-raising and students’ reply are the most useful measures to improve the students’ language interaction capability.As a result,high-qualified and effective questions-raising can enhance the students’ study initiatives,and completely evoke the enthusiasm of learning so that the ultimate extent of lecture teaching targets can be realized.It should be paid attention to by Chinese international education,teaching and researchers.To analyze the types and traits of teachers’ inquiries in lectures,the writer has accumulated the real communication materials in the intermediate online spoken lectures taught by two teachers.By the data and traits research of the teachers’ inquiries remarks in lectures,the rules and traits of language as well as some defects in terms of various types and criteria of teachers’ lectures inquiries have been concluded and summarized,after which the related advice have also come up with.The main part of this paper is as follows:Chapter 1 focuses on introduction,which mainly refers to the analysis background and significance,overview and content,etc.of the paper.Spoken lectures focus on students’ spoken interaction capability,and question-raising and reply between teachers and students is not only a useful communication method,but also an effective path to enhance spoken expression ability.Previous researches concentrated on the significance of lecture questioning,but few analyze the actual situations of inquiries ways and questions tactics.According to this,having captured the questioning language in teachers’ lectures as a breakthrough point,the writer has conducted researches of observing lectures and collecting corpus.Chapter 2 focuses the theoretical base of the paper,which are mainly Krashen’s Input Theory,Swain’s Output Theory and Long’s Interaction Hypothesis.Chapter 3 focuses on the research of teachers’ inquiry language,which has been classified into structure types,various types of questioning content,skills and communication from various dimensions and criteria.In terms of structure,teachers’ inquiry language can be classified into specific questions,choice questions,tag questions,positive and negative questions and yes-no questions,etc.Tag questions occupies most of the corpus and have the distinctive traits,of which this chapter concentrates on the definition,traits and roles.Besides,in terms of the content traits of questions,they have been also classified into questions of demonstration and reference,and their proportion and distribution have been discussed and analyzed in teachers’ lectures inquiry language.Moreover,teachers’ questioning strategies in lectures have also been explored and classified in this chapter,and the situation and application of various strategies have been studied.The analysis of the traits,functions and effectiveness of teachers’ inquiries is conducted in Chapter 4.As for the corpus,the traits of teachers’ inquiries have been summarized and classified by the writer as the interactive,instructive and demonstrative ones,whose functions are types of communication,teaching and feedback,etc.The effectiveness of inquiry languages have been studied from two perspectives,which are the students’ language structure and content output and the interactive function of the replies.Chapter 5 focuses on the defects and advice of intermediate online spoken teachers’ inquiries.Based on data and analysis in the previous chapters,a few defects existing in the target teachers’ inquiries in lectures have been summarized in this paper,and related advice have also been put forward,such as designing specific questions,combining demonstrative and reference questions skillfully,etc.Chapter 6 is mainly the conclusion.The content of the paper is concluded and summarized,and the defects are raised at the same time.On the basis of the collected corpus,this paper has explored how to enhance the effectiveness of teachers’ inquiries in lectures to the ultimate degree from an empirical view so that some reference for teachers’ inquiries can be provided.