Study On The Consultation And Interaction Between Proficient Teachers Of Integrated Intermediate Chinese Courses

In recent years,the study of deliberative interaction has gradually become an important topic in second language classroom teaching.Negotiation interaction refers to the process of adjusting and revising the discourse in order to solve the understanding barriers in the communication during the communication process.Scholars at home and abroad have explored the influence of deliberative interaction on language acquisition from different levels and perspectives,but most of the research is on English classroom,and there are few studies on deliberative interaction in Chinese as a second language classroom.Based on this,this thesis takes the comprehensive Chinese as a foreign language course of the Confucius Institute at Cairo University in Egypt as an example to study the classroom discourse negotiation interaction of experienced teachers in the intermediate Chinese comprehensive course of the Confucius Institute at Cairo University.This thesis mainly uses the method of classroom observation and corpus research,and focuses on the distribution of negotiation in the intermediate Chinese comprehensive course of the Confucius Institute at Cairo University,the difference in the distribution of negotiation in different discourses in vocabulary,grammar,and text teaching,and the impact of different negotiation types and initiation methods on students’ language.output impact.In order to understand the characteristics of classroom discourse negotiation in the intermediate Chinese comprehensive course of the experienced teachers of the Confucius Institute at Cairo University.Through classroom observation and discourse analysis of three experienced teachers,it is found that meaning negotiation,form negotiation and content negotiation are all distributed in the Confucius Institute at Cairo University.Among the three types of negotiation,form negotiation appears most frequently,showing that teachers pay attention to language form.Observing from the teaching content,vocabulary teaching is mainly based on meaning negotiation,while grammar and text teaching is mainly on form negotiation.From the perspective of negotiation initiators,teachers are the main initiators and have the right to speak in the classroom.The proportion of students as initiators of negotiation initiation is much lower than that of teachers.From the observation of the effectiveness of students’ language output,form negotiation can draw students’ more attention to their own language expression forms,but content negotiation can generate more new information in conversation,which is most conducive to guiding students’ language output.Based on the characteristics of classroom discourse negotiation mentioned above,this thesis proposes relevant teaching suggestions for the situation of negotiation and interaction in Egyptian Chinese as a foreign language classroom and the development of teachers themselves.Teachers should choose different negotiation initiation methods based on the actual teaching situation;Pay attention to students’ learning characteristics and expression habits,and adopt diverse negotiation methods to help students learn language;Teachers themselves need to enhance their awareness and skills of classroom negotiation and interaction,with students as the center,allocate classroom discourse power to students,and strive to build a harmonious classroom environment.Finally,the author hopes that this thesis can provide some reference basis for research on teaching Chinese as a foreign language in classrooms in China and Egypt.Innovation:1.Most of the studies on classroom deliberative interaction focus on the negotiation of meaning.This thesis conducts a comprehensive investigation from three aspects: negotiation of meaning,negotiation of form and negotiation of content.2.Most of the research on deliberative interaction at home and abroad is mainly in English classrooms.From the perspective of Chinese as a foreign language,this thesis explores the characteristics of deliberative interaction of experienced teachers in the comprehensive classroom of Chinese as a foreign language in Egypt.3.Previous studies on deliberative interaction mostly observed the classroom as a whole or different types of tasks.This thesis explores the characteristics of deliberative interaction in different teaching content(vocabulary,grammar,text)from the perspective of teaching content.