Analysis On The Characteristics Of Teacher Talk In The Winning Works Of Chinese Teaching Micro Class Competition

With the development of the information age,"micro class" has increasingly become an important teaching method in the field of international Chinese education.Teacher talk,as an important part of teaching,influences students’ understanding and acceptance of what they have learned.The characteristics of micro class are short,succinct and fragmented,which make the role of teacher talk particularly prominent in micro class teaching.However,there are few studies related to the teacher talk of micro class in the field of international Chinese education.Based on comprehensible input theory and constructivist learning theory,this thesis takes 40 winning works in the Third National Postgraduate Chinese Teaching Micro Class Competition as the research objects.Combined with the teacher talk subscale,included in the Observation Scale for Teaching Chinese as a Foreign Language and the dimensions of teacher talk analysis,this thesis analyzes the linguistic characteristics and interactive characteristics of teacher talk by using classroom observation method,quantitative analysis method and content analysis method.The linguistic characteristics mainly include three aspects: pronunciation,vocabulary and sentence,and the interactive characteristics mainly include two aspects: teachers’ question and teachers’ feedback.The main conclusions of this thesis are as follows: first,the amount of teacher talk generally increases with the improvement of students’ Chinese level,and the time of teacher talk accounts for a large proportion of the whole class time.In addition,the speed of teacher talk is generally slow,with large differences of that among the same type of micro class.Second,the vocabulary density and the use of high-frequency words are generally suitable for students’ Chinese level,while the vocabulary density of teacher talk in the same type of micro class is unbalanced.Third,the differences in the use of sentence types are generally consistent with the teaching content,and the average sentence length of teacher talk is generally short.Fourth,most teachers use a variety of question forms,focusing on creating a real question situation.However,there are some problems within both two types of micro class,such as the uncoordinated proportion of different question types and the great difference in the proportion of different question forms.Fifth,most micro class teachers have a sense of feedback,but the type of feedback is relatively single and the content of feedback is relatively general.Therefore,this thesis summarizes the common strengths and weaknesses of teacher talk in the winning works,and puts forward referential suggestions for teacher talk in future Chinese micro class,aiming to promote the continuous development and improvement of Chinese micro class teaching.