A Study On The Language Characteristics Of Secondary Tourism Teachers’ Classroom Teaching Based On IFIAS

With the rapid development of vocational education in China and the strengthening of vocational education reform,the requirements for teachers are also being constantly improved,especially in terms of their teaching ability,with emphasis on improving the overall level of the teaching team.As the main subject of educational activities,the teacher’s educational object is the developing and changing students,and his or her main duty is to teach and educate people.The classroom is the main place where teachers teach the educated.In the teaching process,language teaching is the most common teaching tool.Improving teachers’ language teaching skills not only helps to enhance their professionalism,but also contributes to the realization of a democratic teaching classroom.The aim of this study is to apply the Improved Flanders Interaction Analysis System(i FIAS)to quantitatively analysis teachers’ teaching language behavior in secondary tourism classrooms and to conduct a qualitative study using methods such as the interview method,in order to help secondary tourism teachers improve their teaching language skills and to provide assistance to new and pre-service teachers to successfully carry out their teaching.This study is divided into six parts: the first part is the introduction,which mainly elaborates on the background,purpose and significance of the study,research methods and research ideas,sorts out the research directions and achievements of domestic and foreign scholars in classroom teaching language and interaction analysis system,and clarifies the innovation points of this study.The second part defines the concepts and clearly defines the two core concepts of this study,and determines the theoretical basis applied in this study.The third part is the research process,which clearly elaborates the research object and the specific application process of the research tools.The fourth part is the analysis of teachers’ classroom language characteristics,i.e.,the specific analysis process,which analyzes and interprets the research sample of classroom teaching language behavior according to the modified Flanders interaction analysis system,and deeply analyzes the sample in four aspects: classroom speech structure,teachers’ language tendencies,classroom language types,and teachers’ questioning types.The fifth part is the conclusion and insight of the study,through the analysis of the sample data,the conclusion of this study and the insight of improving teachers’ language teaching ability are drawn.The sixth part is the conclusion,which reflects on this study as a whole and looks forward and plans for the later research.On the whole,the teachers’ classrooms in the sample had their own characteristics in terms of teaching language,with the following characteristics:(1)the structure of classroom teaching behaviors still needs to be adjusted;(2)teachers’ language tends to have a direct influence on students,with relatively little positive reinforcement;(3)the proportion of teachers’ lecturing language is moderate,with fewer cases of students’ active speech;(4)the proportion of teachers’ encouraging language is relatively low,and the evaluation language is more concise;(5)teachers’ critical language is rare,and students’ self-esteem is effectively maintained;(6)teachers’ classroom questions are mainly closed questions,with relatively few open questions.