Research On Discourse Interaction Of Novice Teachers’ Online Chinese Class

Affected by the epidemic in recent years,online Chinese teaching has become a very important form of teaching.The teaching method relying on the network platform has brought new challenges to Chinese teachers.Classroom teaching is the central link of second language teaching.The quality of classroom discourse interaction is an important factor affecting the success of a class.In order to explore the discourse interaction of novice teachers in online comprehensive Chinese classes,analyze the shortcomings of novice teachers in classroom discourse interaction,and guide teaching better.This paper takes three novice teachers and one experienced teacher as the research objects,collects their online comprehensive Chinese class videos,and manually transcribes them into text corpus.According to the classroom observation scale,from "classroom discourse interaction events" and " Interactive communicativeness of classroom discourse".From the two aspects of communicativeness,we explore the characteristics of novice teachers’ classroom discourse interaction.The study found that in terms of "classroom discourse interaction events",the classroom interaction types of novice teachers are mainly teacher-class interaction and control-obedience interaction.In the scope of interaction,there are individual differences in the research data of novice teachers.Some teachers mainly focus on teacher-individual interaction,which is related to the number of learners in the classroom.In smaller classes,teachers tend to interact with individual students;in larger classes,teachers choose to interact with the whole class.In the discourse control investigation item,the classroom interaction of experienced teachers is mainly based on mutual learning interaction,and the interaction between teachers and students is back and forth.In terms of interactive content,teaching materials specially prepared for second language learners account for a relatively high proportion in the classroom,and teachers mainly use courseware for online teaching.Teacher-student interaction discourse revolves around the form of language,lacking in meaning negotiation.In terms of "communicativeness of classroom discourse interaction",novice teachers mainly use Chinese in classroom discourse interaction between teachers and students,while experienced teachers use intermediary language more frequently,and the frequency of intermediary language learners in their classrooms is also higher.Novice teachers’ questions are mainly display questions,which are mainly for all students.Feedback from novice teachers is mainly based on praise and repetition,and the feedback method is single.Teachers’ language is not standardized enough,and the tendency of colloquialism is serious.The proportion of continuous turn-taking in teacher-student discourse is relatively low,and learners lack the opportunity to express in paragraphs,and there is basically no interaction caused by the topic raised by the learner.Overall,the quality of teacher-student discourse interaction is low.According to the analysis results of the scale,combined with classroom observation,starting from the problems existing in classroom discourse interaction of novice teachers,it provides teaching suggestions for teachers.Including enriching the types of classroom interaction and improving learner participation;centering on learners,from one-way question and answer to two-way interaction;enriching the content of discourse interaction and scientific and rational use of teaching materials;standardizing teachers’ discourse to promote students’ comprehensible input;optimizing questioning methods,learn questioning skills;enrich feedback and forms,promote students’ comprehensible output and attach importance to students’ eliciting words,and promote meaning negotiation between teachers and students.