An Analysis Of Discourse Interaction In Online Chinese Listening And Speaking Classes

Classroom teaching is carried out through the discourse interaction between teachers and students.Especially with the rapid development of the Internet today,more and more Chinese teachers are involved in online Chinese teaching.Compared with offline classes,online classes lack sufficient body language interaction,so the discourse interaction between teachers and students is particularly important.In foreign countries,the research on classroom discourse interaction has been very mature,while in China,the research focus is mainly on English classroom,and there is little research on discourse interaction in teaching Chinese as a foreign language.Taking the Indonesian Wenqiao Trilingual School where the author teaches as an example,this paper recorded,transcoded and edited three teachers’ Chinese listening and speaking classes,and collected a total of 64 classes,more than 40 hours and more than 300,000 words of classroom corpus,in order to make an in-depth analysis of the interaction between teachers and students in the classroom.In the first two chapters,the author discusses the research significance,literature review,related concepts and theories.The third and fourth chapters are the key research contents of this paper,which are the comparative analysis of teacher-student discourse volume and the analysis of teacher-student discourse interaction structure respectively.Firstly,240-minute classroom recordings of three grades(two in each grade)in junior middle school are randomly selected from the corpus,and the number of words spoken by teachers and students are statistically and comparatively analyzed respectively.It is found that in the online Chinese listening and speaking class in Wenqiao Trilingual School,the number of teachers’ speeches accounts for 54.63% of the total,and the amount of teachers’ speeches accounts for 68.36% of the total.Then,the IRF(Initiation-Response-Feedback)theory is applied to analyze the dialogue between British linguists Sinclair and Coulthard,and the structure of the dialogue corpus collected in the classroom is sorted and classified according to the reality.There are I-R-F,I-R-0,I-0-0 and the expansion modes of IRF structures: IRIRIRF(I1R1i2R2...INRNF),I-R1-R2...RN-FN,I-R1-F1(teacher feedback guidance)...RN-FN,among which In order to have a deeper understanding of the interaction between teachers and students,the author makes a unit analysis of the elicitation,response and feedback in the interaction structure.It is found that the teacher plays the role of 93% of the elicitation,controlling the turn allocation and classroom direction in the classroom,and the specific questions in the elicitation account for 81% of the total classroom elicitation.In the analysis of students’ responses,it is found that complete responses,partial responses and focus responses are the most common,and the responses intentionally and orderly copy the whole or part of the teacher’s discourse,so sentence pattern imitation has become a common learning strategy in students’ responses.The analysis of feedback shows that positive feedback accounts for 65% of the total feedback,and the most commonly used types are "questioning" and "positive praise";The types of feedback language are abundant,but the distribution of feedback language types is uneven,the positive feedback pragmatic words are not hierarchical,and the waiting time for feedback is too short.Finally,in the fifth chapter,based on the characteristics and existing problems of elicitation,response and feedback,the author puts forward four teaching suggestions.