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Chinese Language Teaching Methodology and Technology

Chinese Title

“精讲”之道：汉语教师讲解语研究——基于对课堂师生话语的分析

Author Name in Chinese

王晓音

Author Affiliation

Shaanxi Normal University

Author Affiliation in Chinese

陕西师范大学

English Abstract

In recent years, there has been an increase in the number of studies on “teacher talk” used in TCSL classrooms. Many of these studies are focused on language interactions between the teacher and the students as well as on the individual functions of “the teachers’ classroom talk.” This article examines the current status of, and problems associated with, teachers’ instructional language, i.e., teacher talk. Based on transcripts of audio recordings of teachers’ instructional language, this study analyzes problems ranging from inaccurate to excessive words in the instructional language and the causes of these problems. This article also validates the study findings by analyzing textual data on teachers’ reflections, and also proposes specific solutions such as simplifying vocabulary and grammar of the instructional language, using auxiliary methods, establishing typical linguistic contexts, and implementing graphics and charts to organize thoughts. Finally, fundamental strategies to achieve “efficient instruction” are made that teachers intentionally enhance their Chinese language competence and teaching abilities, and educational institutions place sufficient emphasis on teacher training and instructional guidance and implement best practices.

Chinese Abstract

近年来，汉语作为第二语言教学领域的教师话语研究有增长趋势，其中对于师生课堂话语互动、教师课堂话语的单项功能研究较多。本文关注教师讲解语的现状、问题，首先以课堂录音转写文字资料为基础，析出讲解语，发现教师话语量大、内容不准确等问题，分析这些问题产生的原因；其次通过分析教师反思文本，印证了研究发现的有效性。据此，提出简化讲解语用词和语法、借用辅助手段、设置典型语境，以及用图表理清思路等具体解决方法。最后指出，实现“精讲”的根本途径是教师有意识地提高自身汉语素养和教学能力，并建议教学单位在教师培训、教学指导等方面给予足够重视，采取有效措施。

Manuscript Language

Chinese

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