Teacher-student Conversation Repair In Online International Chinese Comprehensive Class

Since the outbreak of COVID-19,international Chinese teaching has faced severe challenges.Among them,the most subversive is the transformation of teaching form from traditional offline to online.There are many differences between online teaching and offline teaching,including teaching mode,learning methods,especially the interaction between teachers and students.Therefore,the original teaching concepts and teaching methods are facing reconstruction and need to be reformed.The conversation between teachers and students in the classroom is a real record of the communication and interaction between teachers and students,providing a window for us to diagnose and analyze many problems existing in online teaching.It has been observed that conversation repair commonly exists in the conversations between teachers and students in online international Chinese classroom,which not only promotes the development of teaching activities,but also helps learners improve their Chinese speaking abilities.Based on the above considerations,this study selects teacher-student conversation repair in online international Chinese comprehensive class as the research object.Taking the online Chinese advanced class of Shanghai International Studies University as an example,this study attempts to use the method of conversational analysis to study the conversational repair between teachers and students in the online international Chinese classroom,with a view to preliminarily construct a theoretical system of conversational repair under the register of the online international Chinese classroom.It also provides specific teaching suggestions on how to better develop online international Chinese teaching.The main research findings are as follows: first,the interaction between teachers and students in the online international Chinese classroom is consistent with that offline in terms of discourse structure and content.The differences are mainly reflected in the poor effect of group activities,the lack of communication between students,the less learners use their mother tongue,the larger volume of learners’ individual speaking and so on.Second,the mode of conversation repair in online international Chinese classroom is mainly " other-initiation other repair ",and with the improvement of learners’ level of target language,self-initiation and self-repair also increase.Third,the obstacles to conversation repair in online international Chinese classroom are mainly manifested in the phonetic and sentence levels in language form.The main underlying causes are the influence of learners’ mother tongue,the generalization of target language rules and teaching factors.Forth,learners mainly adopt voice extension,word search marking and other methods when initiating repair,and their self-repair strategies mainly include replacement,addition and reconstruction.When initiating the repair of learners’ discourse,teachers mainly use negation,questioning and imperative,while implementing the repair,they use direct error repair,metalinguistic repair and corrective retelling.Based on the above research findings,we provide the following suggestions for Chinese teachers to better conduct online teaching: First,according to the different levels of learners,grasp the important and difficult points of teaching,and achieve the target.Second,choose the appropriate teaching methods according to the characteristics of online teaching and students’ learning.Third,make sufficient preparation in activity design and management,command the teaching rhythm,and make the whole class proceed in an orderly way.Forth,pay attention to the right time when repairing,select the appropriate initiation method and repair strategy according to the learner’s level and specific situation,in order to promote learners’ understanding and absorption of the related content.