Discourse Analysis of Chinese Language Classroom: A Case Study at Chiang Rai Rajabhat University

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Hu Dandan สมลักษณ์ เลี้ยงประยูร ศรชัย มุ่งไธสง

Abstract

Classroom discourse analysis is an aspect of classroom process research. It helps
us understand how a language is used in a classroom. This paper aimed to investigate the features of discourse in a Chinese as a second language learning classroom at Faculty of Humanities, Chiang Rai Rajabhat University (CRRU). The paper described and analyzed the structures of classroom discourse including interaction patterns, duration of teacher talk and student talk, types of teacher’s questions and feedback. The participants were one native Chinese speaker and 35 second-year Thai students majoring Chinese at the Faculty of Humanities. The three lessons in the Chinese Listening and Speaking course were observed and video-recorded to investigate the classroom discourse.
The results showed that the interaction pattern in the present Chinese classrooms was Initiation-Response-Feedback (IRF), and the teacher-student interaction dominated the classroom discourse. Moreover, the duration of teacher talk was much longer than that of students talk in the three lessons. The large amount of displayed questions and more positive feedback were used in the Chinese classroom at CRRU. The results in this study should be beneficial for Chinese language teachers’ teaching to guide and encourage students to talk more in classrooms.

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บทความวิจัย (Research Article)

References

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