Research On Online Classroom Questioning Of International Novice Chinese Teachers Based On Multimodal Discourse Analysis Theory

Multimodal discourse analysis theory was rapidly developed and introduced into the field of language teaching in the 1990 s to analyze the discourse of teachers and students in language classrooms.Later,the concept of multimodal teaching was introduced,in which multiple symbolic modalities are used to engage multiple senses in teaching and learning.New changes in the times and technology have transformed people’s communication into multimodal communication that includes pictures,words,and other forms of coexistence,and the focus of research has gradually shifted to the combination and role of multimodal communication.Teaching chinese language to speakers of other languages as a second language in the classroom,the coexistence of multiple modalities in the emergent classroom is more pronounced.At present,due to the influence of COVID-19,online teaching has gradually become popular and expanded,and the multimodality used by teachers in teaching has shifted to a certain extent compared to offline teaching.Meanwhile,questioning is an important part of the classroom and is the main form of teacher-learners interaction.High-quality questioning enlivens the classroom atmosphere,facilitates the cycle of learners’ input and output and re-input of Chinese,and improves learners’ ability to use Chinese for communicative purposes.The questioning process in the classroom is also multimodal,and compared to offline teaching,online teaching is more difficult to implement,so Chinese teachers need to use multimodal interactions to improve the quality of questions and facilitate online classroom interaction.In view of this,this paper combines the theory of multimodal discourse analysis with the online Chinese teaching questioning session,and summarizes and analyzes the use of multimodality in the online classroom by observing six novice teachers’ classrooms.A questionnaire was distributed to the novice Chinese teachers to investigate the use of multimodality in their online classroom question,and an interview was conducted to find out the multimodal awareness and perceptions of the six observed novice teachers.The two methods were combined to examine the advantages and problems of multimodal collaboration in online classroom questioning by novice teachers and to provide suggestions for multimodal questioning in online teaching.This paper is divided into six chapters.The first chapter first introduces the background and significance of this study as well as the overall design of this study,including the research questions,research objects,research tools,and research methods.Chapter 2 begins the literature review from three perspectives: multimodal theory,discourse analysis theory,and multimodal discourse analysis methods,briefly summarizes and evaluates the relevant domestic and international literature used as references for the study,and distills the key elements related to this study.Chapter 3 is that observing the online classroom questioning sessions of six novice teachers using the classroom observation scale,and summarizes and analyzes the classroom observation results.Mainly includes the frequency of using different modalities in online classroom questioning by novice teachers and different forms under each modal level,how different modalities are used in combination,and the effect of different multimodal forms of questioning in the classroom.Chapter 4 focuses on understanding novice teachers’ multimodal awareness and situation of multimodal questioning through questionnaires and interviews.And analyzing and summarizing the advantages and problems of novice teachers’ multimodal questioning in the online classroom in conjunction with the content of Chapter 3.Chapter 5 summarizes the role of multimodal questioning in the online classroom through the strengths and weaknesses analysis in Chapter 4 and makes relevant suggestions for novice teachers’ multimodal questioning in the online classroom,in the hope of helping novice teachers improve their teaching quality.The last chapter summarizes the research content and findings through the research and practice situation.The limitations of this study are analyzed and how to improve the study in the future is discussed.The study found that most novice international Chinese teachers were not aware of multimodality,but were able to use it in their online classroom questioning due to their teaching skill sets and teaching routines.At the same time,the use of visual modality in conjunction with auditory modality for questioning in online classrooms was high,while the use of kinesthetic modality was relatively low.There is still a need to improve the awareness of multimodality,the efficient interaction of modalities,and the supplementation and utilization of teaching resources through practice and study.This study summarizes the observations and findings on the use of multimodality in online classroom questioning by novice teachers,showing the specifics of multimodality use in online classroom questioning by novice teachers,which has important implications for further research on improving teacher-student interaction in online classrooms and the specific use of multimodality in online questioning.