Research On Instructional Speech Behavior In The Classroom Of Novice Chinese Teachers

With the development of international Chinese teaching,more and more Chinese teachers have joined the Chinese language teaching.Therefore,how to adjust the teaching language of novice teachers to better meet the needs of international Chinese teaching has become a topic worth studying.In order to study the classroom speech of novice teachers,this study collected classroom teaching videos of 10 novice teachers for a total of 893 minutes and transcribed 1324 classroom instructional sentences through classroom video.By observing the classroom,analyzing the use of classroom instructional speech of novice teachers,and comparing the classroom instructional speech of excellent teachers in the demonstration course of Beijing Language and Culture University,it is found that the problems of classroom instructional speech of novice teachers are inconsistent with the same type of instruction,the vocabulary in the instructional speech is super-advanced,the prescriptive speech is not clear,and the number of prescriptive speech is insufficient.Improve the courtesy of prescriptive speech and grasp comprehensive information,and enhance the effectiveness of instructive speech in the classroom of Chinese teachers.The main construction of this article is as follows:The first part is the introduction of the article,which mainly expounds the theoretical knowledge of classroom instructional speech for novice Chinese teachers in the primary stage of online,including the reason for the topic selection,research significance and purpose,research methods,etc.,and analyzes the research conclusions of classroom instructional speech for Chinese teachers at home and abroad.In the second part,by observing 893 minutes of classroom records and analyzing 1324 online novice Chinese teachers’ classroom instructional speech,the speech behavior theory is used to divide classroom instructional speech into imperative category,omitted class,prompt class,statement class and question category.The third part analyzes the strength of the voice of novice teachers and students in the classroom from the perspective of discourse power,which is called strong imperative speech by teachers with greater discourse power,weak imperative speech by students with greater discourse power,and general imperative speech with equal proportion of discourse power in the two.On the basis of the proportion of discourse power,the distribution of each functional subcategory is counted.The fourth part compares the beginner-level Chinese classroom of outstanding teachers of Beijing Language and Culture University,discusses the similarities and differences between online beginner-level Chinese teachers and excellent teachers in the use of instructional speech,and compares and analyzes the internal sequence of instructions issued by novice teachers.The fifth part summarizes the shortcomings of novice teachers in the use of prescriptive speech,analyzes the internal causes,and constructs suggestions in line with the essential characteristics of prescriptive speech behavior in combination with Wittgenstein’s theory.The sixth part is the concluding part of this study,which summarizes the full text,puts forward reasonable suggestions for the use of classroom instructional speech by novice Chinese teachers in the primary stage of online according to the research conclusion,and states the limitations of this research and the prospects for the future.