A Study On Teaching Metalanguage Based On Selfbuilt Classroom Corpus For International Chinese Language Education

In recent years,the research on metalanguage has been a hot topic in the field of foreign languages,and the importance of metalanguage in second language teaching is self-evident.Interpretive language is not only the core part of classroom teaching language,but also the most frequently used part of the metalanguage.Therefore,this article collects second language elementary classes in which Chinese is the second language,transcribes the videos into text,builds a language corpus for international Chinese education classes,extracts the explanatory language from it,uses the "Chinese Research Assistant" software developed by Professor Liu Hua,and adopts the research method of corpus linguistics to analyze novices from five perspectives: word type and word number,word frequency and word type,word length and word type,distribution of parts of speech,and the grade distribution of words.This paper analyzes the specific use of the explanations by novice,experienced and senior teachers,and compares the three kinds of teachers,summarizes the characteristics and existing problems of elementary Chinese teachers’ metalanguage,and puts forward specific suggestions,in order to provide reference for the training of teacher,promote the development of Chinese as a second language.This paper mainly includes five parts:The first part is the introduction.This paper mainly introduces the background of topic,research status,research objects and problems to be solved,research methods and research significance.The second part is mainly about the construction and use of the language corpus in the international Chinese classroom.First,explain the relevant concepts involved in this article,and then collect 500 minutes of elementary classroom teaching transcripts from novice,experienced and senior teachers.Convert the videos into text to form an initial corpus.Extract the most frequently used meta-language explanations,and form an analytical corpus.Mark and process the meta-language in the explanations.Then,select the "Chinese Research Assistant" software,and briefly explain the functions of the software.The third part uses the functions of "words","contrast","distribution" and "style" in the software of "Chinese Research Assistant".Firstly,from the perspective of novice,experienced and senior teachers explaining the word type and word number,word frequency and word type,word length and word type,distribution of parts of speech,and the grade distribution of words in the metalanguage of the language,and then the experienced teacher explains the metalanguage of the language from these perspectives,and the research is carried out to investigate the specific use of metalanguage in the interpretation of language by various teachers..The fourth part compares word type and word number,word frequency and word type,word length and word type,distribution of parts of speech,and the grade distribution of words in the three kinds of teachers’ explanations of metalanguage,and adds a comparison of the common and unique use of words to observe the similarities and differences among the three kinds of teachers.The fifth part summarizes the six characteristics of the metalanguage of elementary Chinese teachers’ interpretive language: diversity,foundation,regularity,gradualism,universality and simplicity,finds out the existing problems in the metalanguage of interpretive language,and puts forward feasible suggestions according to these problems.The sixth part is the conclusion.The research content of this paper is summarized,the questions raised in this paper are answered,the innovation of this research is introduced,and the shortcomings of this research are supplemented.