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Teaching Chinese is exquisite, 5 tips to create a "popular" Chinese class!
Topic: what are the basic principles of teacher discourse use?
本期主题：教师话语使用有哪些基本原则？
In teacher wang's Chinese class, we never use the students' mother tongue to teach, but the teaching effect is very good. Now let's take a look at some characteristics of teacher wang's lecture.
First, explanations often use pictures, objects, or self-acting. If teach "jump", teacher wang jumped; If the action is not good enough, type the picture on the PPT, such as "swimming" and "piano", and then point to the picture and say the Chinese pronunciation. Second, be good at using your body movements and expressions to match your words. Such as saying "open book" while making open book action. Third, organizing more complex activities often provides demonstrations for each instruction and step. If miss wang asked students to draw a table on the exercise paper, she first said "please take out a piece of paper" and then took out a piece of paper herself. Then say, "draw a vertical line here." 'and draw a vertical line on the blackboard. Fourth, the language is simple, choose students familiar with the vocabulary and structure. If the instruction in the text is "please draw a 7×2 table on the paper", teacher wang said "please draw a table, this table has two lines, seven columns", and then with their own action demonstration. Fifthly, repeat some classroom words and instructions for several times, the common instructions hardly change in each class, such as asking students to read after she always said "please read the text after me".
Wang told me that instead of relying on translation, we should let students learn through the target language instead of referring to their mother tongue. If the teacher can't avoid a difficult word, he can write it on the blackboard and guide the students to look it up in the dictionary. Although it seems that the use of target language teaching by teachers affects the teaching efficiency in the initial stage, it is beneficial from the perspective of the development of students' language ability.
王老师的汉语课中，始终没有用学生母语教学，但教学效果也非常好，下面我们就来看看王老师讲课的一些特点。
第一，解释时常利用图片、实物或自己表演。如教“跳”，王老师就跳了一下；动作不好演示就在PPT上打出图片，如“游泳”“钢琴”，然后指着图片说出汉语发音。第二，善于利用自己肢体动作和表情配合话语。如边说“打开书“边做出打开书的动作。第三，组织一些比较复杂的活动时常为每个指令和步骤提供示范。如王老师要求学生在练习纸上画一个表格，她先说“请拿出一张纸”然后自己也拿出一张纸，接着在黑板上画了一个方框并用手势表示它代表这张纸；然后说“这里画一条竖线”‘边说边在黑板上画一条竖线。第四，语言简单，选择学生熟悉的词汇和结构。如课文中的指令是“请在纸上画一个7×2的表格”，王老师便说“请大家画一个表，这个表有两行，七列”，再配合自己的动作示范。第五，多次重复某些课堂话语和指令，常用指令每次上课几乎不变化，比如让学生跟读她始终是说“请跟我念课文”。
王老师告诉我，不要依赖翻译，我们要让学生们通过目的语而不是参考母语来学习，即使要用翻译也可以用“这个词英语里怎么说”来引导学生；如果老师发现某个难词实在回避不了，也可以将这个词语写在黑板上引导学生自己去查字典理解意思。虽然看起来老师使用目的语教学在初级阶段影响了教学效率，但是从学生语言能力发展来看是有好处的。
[analysis]
Many teachers perform well in Chinese teaching for intermediate students, but they don't know what to do when they come to the elementary class. For a new teacher, first of all, he/she should have a firm belief that he/she can teach in Chinese, and teaching in Chinese will be helpful to students' learning. Then, he/she should keep on trying in practice and seek new ways even if he/she encounters difficulties. In this way, the teacher's ability to teach in Chinese will be stronger and stronger.
【分析】
很多教师对于中级班的学生用汉语教学执行得很好，但是一到初级班就不知道怎么办了。对新老师来说首先要有坚定的信念，相信可以用汉语进行教学，用汉语教学会对学生的学习有帮助，然后在实践中不断尝试，即使遇到困难也要坚持并寻求新办法，这样教师用汉语教学的能力也一定会越来越强。
What are the basic principles of teacher discourse use?
Teachers' language plays a great role in organizing teaching, managing classes, transmitting information and other aspects. Therefore, teachers should be good at encouraging students to participate in classroom communication through their own words, actively express ideas, and create a harmonious and safe classroom environment.
As an international Chinese teacher, are there any principles that we should follow when we use discourse?
教师话语使用有哪些基本原则？
教师的语言在组织教学、管理课堂、传递信息等很多方面都发挥着大作用，因此老师们应该善于通过自己的话语鼓励学生参与课堂交流，积极表达思想，并且创造一个和谐安全的课堂环境。
作为一名国际汉语教师，在话语使用时有没有什么原则需要我们遵循呢？
One, appropriateness
Appropriateness is the most basic requirement of Chinese teachers when they use classroom discourse. "Appropriate" here includes three meanings:
一、恰当性
恰当性是汉语教师在使用课堂话语时的最基本要求。这里说的“恰当”包括三个方面的含义：
First of all, the vocabulary and grammar I use should be in line with the language level of students as far as possible, but it does not mean that words and sentence patterns that students have not learned should never appear, but that they can be understood by students.
首先，自己使用的词汇和语法尽量与学生的语言水平相符合，但也不意味着绝对不能出现学生没学过的词汇和句型，而是指达到能让学生理解的程度。
Secondly, it refers to the appropriateness of language style and pragmatics. For example, when teaching Chinese to children, do not use too formal or too serious expressions. For adult students, do not use children's language to communicate with them. For example, the activity of "solitaire game", when teaching Chinese to children, the teacher will use the phrase "driving a small train", which is appropriate and appropriate. But for a grown man, "driving a little train" is naive. Some new teachers can't help but use polite sentences, including interrogative sentences, when they are faced with "foreign guests" who are older than themselves. For example, "could you please read the new words to us? Will you?" Such a "polite" is not necessary, because in the classroom, teachers and students have their own clear role positioning, although now stands for equality in teachers and students communicate, but such "polite" sentences will produce too much unnecessary trouble, because indeed some naughty students follow the teacher's question, said "bad", cause the teacher's embarrassment.
其次是指语体、语用等方面的“得体性”。比如，在进行儿童汉语教学时，不要使用太正式、太严肃的表达；而对成年学生则不要用小孩子的语言来跟他们交流。比如“接龙游戏”这个活动，在对儿童进行汉语教学时老师会用“开小火车”这个说法，这是得体的、合适的；可是如果是对成年先生，“开小火车”的说法就幼稚了。有的新教师在刚开始给外国学生上课时面对年龄比自己大的“外宾”，会情不自禁地使用非常礼貌的句子，包括用疑问句来表示的请求，比如：“请您给我们念一下生词？好不好？”这样的“礼貌”是没有必要的，因为在课堂中，教师和学生都有自己清晰的角色定位，虽然现在主张教师和学生平等交流，但这样过分“礼貌”的句子会产生不必要的麻烦，因为的确有的调皮学生会顺着老师的问题说“不好”，造成老师的尴尬。
Third, appropriateness also refers to appropriateness of speech speed. In the elementary class, in order to make the students understand, the teacher can slow down the speed of speech, or it can be slightly slowed down but repeated many times. In the initial stage of teaching, the teacher can slow down his speaking speed appropriately according to the students' language ability, but not too slow, because the teacher should try to create a close to the real language environment in the classroom, and in the real language environment is no one speaks with a very slow speed. Therefore, if the teacher wants the students to understand the Chinese gradually, he should keep his speaking speed at a more appropriate speed. Even if the teacher wants to slow down, we also suggest that we use words as a unit and increase the pause time between words instead of slowing down every word. For example, "I... Every day... At three o 'clock... Get up "(... "(pause) instead of" I... Every... Day... Three...... Point... The clock... Up...... Bed." So if the teacher doesn't want to speak too slowly, consider repeating yourself as appropriate.
第三，恰当还指语速上的合适。在初级班教学，为了能让学生听懂，教师可以放慢语速，也可以是语速略微下降但多次重复。在教学的最初阶段，教师可以根据学生的语言能力情况适当放慢自己的语速，但不要过分慢，因为教师在课堂上要尽量创造一个接近真实的语言环境，而在真实的语言环境中是没有人用很慢的语速来说话的。因此如果教师希望学生能逐步听懂中国人说话，就要使自己的语速保持在比较恰当的速度上。即使老师要放慢语速，我们也建议以词汇为单位，可以加大词汇之间的停顿时间，而不要把每个字都放慢。例如“我……每天……三点钟……起床”（……表示停顿），而不是“我……每……天……三……点……钟……起……床”。因此如果教师不想语速太慢的话，可以考虑适当重复自己的话语。
2. Appropriate repetition
Appropriate repetition for primary Chinese teaching is more important. One is that the teacher consciously repeats what he has just said several times in a row when teaching in class. For example, when the teacher explains the word "hobby", he says, "hobby is what you like to do... What I like to do is my hobby. I like swimming. Swimming is my hobby. I like singing, and singing is my hobby." Students' listening ability is relatively weak in the primary level, and it is difficult to connect with the meaning immediately after hearing Chinese pronunciation. Therefore, teachers can give them more opportunities and time to determine the connection between pronunciation and meaning.
二、适当重复
适当重复对于初级汉语教学来说比较重要。重要包含两层意思，一个是教师在课堂教学时就有意识连续几次重复自己刚才的话语，比如老师解释“爱好”这个词时说：“爱好就是你喜欢做的事情……我喜欢做的事情就是我的爱好。我喜欢游泳，游泳就是我的爱好。我喜欢唱歌，唱歌就是我的爱好。”学生的听力能力在初级比较弱，听到汉语发音很难马上与意义联系起来，因此教师适当地重复能够给他较多机会和时间去确定发音和意义之间的联系。
Another meaning is that the teacher's discourse should be consistent in a certain period of time. In this way, even if students don't understand the same language at the beginning, they can gradually understand the meaning of the discourse by listening to the teacher's language for several times and combining with the specific situation in the classroom, which is especially important in the initial stage. For example, the teacher says, "open your books and turn to number... Page ", students may not understand, then need to show the teacher, combined with the action demonstration, in order to make students understand the meaning of this sentence. But if the teacher repeats this sentence every time in class, after a period of time, there will be no need to do any action, and students can understand the meaning of this sentence.
However, appropriate repetition does not mean the mechanical repetition of the teacher's language. Such as:
另一层意思就是教师的话语应该在某一段时期内保持一致，这样即使学生一开始不太懂，多次听到教师同样的语言，结合课堂中的具体情境，就能逐步理解话语的含义，这在初级阶段尤其重要。比如老师说“打开书，翻到第……页”，学生可能不懂，这时需要老师自己示范，结合动作演示以后，才能使学生明白这句话的含义。但如果以后每次上课教师都重复这句话，过一段时间就不用再做动作了，学生听到了就能理解这句话的意思。
不过适当重复不意味着教师语言的机械性重复。比如：
[example 1]
Teacher: what's your name?
Jack: my name is jack.
Teacher: what's your name?
Mary: my name is Mary.
Teacher: what's your name?
【例1】
老师：你叫什么名字？
杰克：我叫杰克。
老师：你叫什么名字？
玛丽：我叫玛丽。
老师：你叫什么名字？
……
[example 2]
Teacher: what's your name?
Jack: my name is jack.
Teacher: hello, jack. (to Mary) what about you?
Mary: my name is Mary.
Teacher: oh, your name is Mary. (gesturing to Peter)
Peter: my name is Peter.
【例2】
老师：你叫什么名字？
杰克：我叫杰克。
老师：你好，杰克。（问玛丽）你呢？
玛丽：我叫玛丽。
老师：哦，你叫玛丽。（做手势向着彼得）
彼得：我叫彼得。
……
In example 1, the teacher wants the students to practice "my name is... ", but due to repeating the same words, appear very monotonous, easy to make students feel boring, so there is no need to complete every time to ask questions, but "you" or gestures can be used in place of the (note that don't use finger pointing to the students, which compressed the unnecessary talk time, teachers give students with more opportunities to speak. Teachers need to grasp the degree and amount of repetition.
Also avoid unnecessary catchphrases. Catchphrases often distract students, making them think it's a useful word and causing unnecessary trouble.
例1中老师主要是想让学生练习“我叫……”，可是由于多次重复同样的话语，显得非常单调，容易让学生觉得无聊，因此不需要每次都完整地提问，而是可以用“你呢”或者手势来代替（注意不要用手指指着学生），这样也压缩了教师不必要的说话时间，给学生以更多的说话机会。教师需要把握好重复的度和量。
同时还要避免不必要的口头禅。口头禅常会分散学生的注意力，使他们以为那是个有用的词汇，带来一些不必要的麻烦。
Step by step
Teachers should know the language level of the students they teach. Try to use the vocabulary and sentences the students have learned to communicate in class, and adapt to the students' age and language ability. Teachers should be aware of the language level and know the language skills of junior, intermediate and advanced students (if teaching overseas, know the "primary", "middle" and "high" language skills of overseas students, see ACTFL). Teachers should consciously add the syntax and vocabulary they have learned into their classroom discourse. Generally for the elementary level students, the teacher's discourse is mainly short sentences and words, to the advanced class can be gradually lengthened and deepened. For example, the following instruction "turn to page 110" can be used by students from scratch to intermediate class:
三、循序渐进
教师要了解所教学生的语言水平。尽量采用学生学过的词汇和句子来进行课堂交流，适应学生的年龄和语言能力。教师要有语言等级的意识，知道初级、中级、高级学生的语言能力（如果是海外教学，要知道海外学生的“初”“中”“高”等级的语言能力，可以参见ACTFL）。教师要有意识地把已经学过的句法和词汇逐步增加到自己的课堂话语中。一般针对初级水平的学生，教师的话语是以短句子和单词为主，到中高级班可以逐步加长加深。如下面一个“翻到第110页”的指令，从零起点学生到中级班学生可以分别采用以下的用语：
(1) page 110. (the teacher writes "P110" on the blackboard as he speaks.)
(2) look on page 110.
(3) please look at page 110.
(4) turn to page 110.
Turn your books to page 110.
Please turn to page 110.
（1）110页。（教师一边说，一边在黑板上写“P110”）
（2）看110页。
（3）请大家看110页。
（4）翻到第110页。
（5）把书翻到第110页。
（6）请同学们把书翻到第110页。
At the beginning of the transition from instruction (3) to instruction (4), the teacher can say (3) and (4) simultaneously to make students realize that the two sentences have the same meaning in class. Instruction (5) may not be used after students have learned "put the words", but after they have learned the result complement. This is because the classroom situation is very clear, the teacher can make the students understand the meaning of "turn the book to page 110" through the action. Just because students haven't learned the word "ba" doesn't mean they can't understand the sentence with "ba" in it. Before the formal teaching of "sentence", students can have the opportunity to contact this usage, which is good for students to understand and master this grammar point.
In the beginning of teaching, classroom discourse often has the problem of "not going down", that is, the teacher's classroom diction is difficult; However, after teaching for a period of time, classroom discourse "cannot be raised". Even for middle and advanced students, they habitually use very simple discourse to communicate with students, which is not conducive to the improvement of students' language ability. Therefore, teachers' discourse should grasp the "degree of difficulty", and new teachers should gradually understand and apply it in practice.
在从指令（3）过渡到指令（4）的初期，教师可以同时说（3）和（4），让学生意识到这两个句子在课堂上意义是相同的。指令（5）的使用不一定在学生学了“把字句”之后，可以学完了结果补语就使用。这是由于课堂情境非常清楚，老师完全可以通过动作让学生理解“把书翻到110页”的含义。学生虽然没学过“把”字句但并不意味着他们不能理解带有“把”的句子。在“把字句”正式教学之前就能有机会让学生接触这个用法，正好有利于学生理解和掌握这个语法点。
刚开始教学的老师，课堂话语常常存在“降不下去”的问题，也就是教师的课堂用语偏难；而教了一段时间之后，课堂话语又“提不上来”，即使面对中高级学生也习惯性地采用非常简单的话语与学生交际，这也不利于学生语言能力的提高。因此教师话语要把握好“难易度”，新教师要在实践中逐步体会和运用。
4. Consider the effectiveness of classroom discourse
四、考虑课堂话语的有效性
Classroom discourse should consider the students' acceptance ability. For example, when correcting students' pronunciation, some teachers say: "no, your in is too far behind, your tongue should be forward" or "you should roll your tongue, not enough". It is difficult for ordinary students to understand such words, because there are many unfamiliar words in it. Even if the students understand the teacher's instruction, they may not be able to understand the difference between the front and back position of the tongue or how to roll the tongue correctly, because they are not linguists. Such classroom expressions are invalid.
Teachers should also avoid some words that have no practical meaning in teaching, such as "did you understand the text I just read? "Or" do you understand what I'm asking? Even if students answer "yes" or "yes", it doesn't mean they really understand. This kind of "anonymous" question makes students not clear whether they should answer or not, which is easy to cause misunderstanding between teachers and students, because the teacher may only hear two or three people's answers "understood" and mistakenly assume that the whole class is like this.
Therefore, after teaching new words, reading the text or issuing instructions, teachers should test students' understanding through certain means, rather than just mention one or two similar "do you understand? "To get a sense of the students. For example, when teaching the word "singer", the teacher could explain it by saying "Michelle Jackson is a singer. She sings very well. Whitney Houston is a singer and she sings well." See the student all nod, the teacher should ask immediately "yao Ming is a singer?" Justin
Is Randall Timberlake a pop star? "If students can answer correctly, they already know what the word means.
Avoid classroom phrases that may have negative effects on students, such as, "I taught you these words yesterday. Why didn't you remember them today? You're not trying." Forgetting words is a normal phenomenon in language learning, which does not mean that students do not study hard. Such expression of teachers only aggravates students' psychological burden and causes their fear of learning Chinese.
The effectiveness of classroom discourse directly determines the efficiency of classroom teaching, which teachers should pay attention to.
课堂话语要考虑学生的接受能力。比如，有的老师在纠正学生发音时说：“不对，你这个in发得太靠后了，舌头要往前”或者“要卷舌，卷得不够”，一般的学生很难理解这样的话语，因为这里面有很多他不熟悉的词汇。即使学生听懂了老师的指导用语，由于不是语言学专家，也不一定能体会舌位前后位置的区别或者如何正确地卷舌，这样的课堂用语是无效的。
教师还要避免一些在教学中没有实际意义的话语，如“刚才我念的课文，你们听懂了吗？”或者“你们都明白我的要求了吗？”即使学生回答“听懂了”“明白了”，也不代表他们真的明白听懂了。这种“匿名”的问题使得学生不清楚自己是否应该回答，很容易造成师生之间的误解，因为教师可能只听到两三个人的回答“听懂了”就误以为全班都是如此。
因此，教师在教完生词、念完课文或者发出指令之后，应当通过一定的手段来检测学生的理解情况，而不是仅仅提一两个类似“你们懂不懂？”这样的问题来了解学生的情况。比如在对“歌星”这个词语教学时，教师在解释的时候可以说“Michelle Jackson是歌星，他唱得很好。Whitney Houston是歌星，她也唱得很好。”看到学生都在点头，教师应马上提问“姚明是歌星吗？”Justin
Randall Timberlake是歌星吗？“如果学生都能正确回答，说明学生已经知道这个词语的意思了。
教学中还要避免一些会给学生带来负面影响的课堂话语，比如：“这些单词我昨天已经教过了，你今天怎么都忘了？你们真是不努力。”在语言学习中单词遗忘是正常现象，不代表学习不努力，教师的这种表达只会加重学生的心理负担，造成他对汉语学习的恐惧感。
课堂话语的有效性直接决定课堂教学的效率，教师要对此加以重视。
New teachers need to be prepared
With the gradual introduction of TBLT into TCFL, the number of classroom activities has greatly increased and the complexity of classroom instructions has also increased. If we do not make some preparation and plan in advance, we may use some sentences that students find very complicated, causing students to fail to understand the teacher's instructions.
The most important consideration for teachers when preparing is how to convey their ideas clearly to students and make the assumption that "if students do not understand whether other auxiliary means are available". For example, when designing activities, the teacher's demonstration is designed as a warm-up activity, which is also a good way to help students understand the teacher's classroom instruction language.
Sometimes, students use a foreign language to ask the teacher, the teacher also had to use foreign language to answer, so in order to ensure that students in some difficulties in Chinese still put forward their own problems, the teacher can be in the initial stage of teaching taught students some statements, including "I don't understand," "can you tell me," or "can you explain it again?" "I don't understand the meaning of the word", "what does the word mean", etc. When a student asks a teacher a question in a foreign language, the teacher can first remind the student whether the above sentences can be used to ask the question, which can also promote the teachers and students to use Chinese in their teaching.
五、新教师需要做一定的准备
随着任务型教学法逐步进入对外汉语教学，课堂活动的数量大大增加了，课堂指令的复杂性也增加了。如果不事先做一定的准备和计划，我们就可能会使用一些学生觉得非常复杂的句子，造成学生无法理解教师指令。
教师准备的时候最重要的考虑就是怎样把自己的意思清晰地传递给学生，并且做出预设“如果学生不理解是否有其他辅助手段可用”。比如在设计活动的时候，就把教师的示范作为一个热身活动设计进去，也是帮助学生理解教师课堂指令语的一个好办法。
有时，学生用外语向老师提问，造成老师也不得不用外语回答，因此为了保证学生在遇到困难时依然用汉语提出自己的问题，教师可以在教学的最初阶段就教学生一些语句，包括“我不懂”“能不能告诉我”，或者“能再解释一下吗？”“我不明白这个词语的意思”“这个单词是什么意思”等。当学生用外语向老师提问时，老师首先可以提醒学生能否用上面这些句子来提出问题，这样也能推动师生在教学中使用汉语。
In conclusion, we propose the following Suggestions for teachers to use classroom instruction language:(1) carefully consider how to send instructions in the target language when preparing lessons(2) make sure the students are focused
(3) show the necessary information several times
(4) illustrate with examples
(5) clear and concise instructions
(6) if the teacher is worried that the students will not understand his instructions, he can ask one of the students in the class to translate his words to other students
(7) if it is found that the students cannot understand their own instructions, then use the students' native language.
总之，我们对教师使用课堂指令语提出以下一些建议：
（1） 在备课的时候就仔细考虑如何用目的语来发指令
（2） 确保已让学生集中注意力
（3） 多次展示必要的信息
（4） 用例子来说明
（5） 指令清晰而且简洁
（6） 如果教师担心学生不理解自己的指令，可以要求班上的一个学生把自己的话翻译给其他同学听
（7） 如果发现学生实在无法听懂自己的指令，再使用学生的母语。
