Discourse Analysis of International Chinese Teachers in Multimodal Classroom
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Using the theory of multi-modal discourse analysis to analyze the multi-modal discourse of 4 teachers of Chinese as a foreign language, it is found that teachers of Chinese as a foreign language can comprehensively use spoken modalities, PPT combination modalities, posture modalities, environmental modalities, etc. Modal utterances make the modalities synergistically cooperate with each other, but novice teachers still have differences in the effectiveness, synergy, and discourse of multimodality compared with experienced teachers. In today's “Internet + education” era, multimodal discourse analysis theory should be used to creatively combine the reality of international Chinese teaching with a multimodal scientific design of Chinese teaching.
Multimodality, Classroom discourse, Teaching Chinese as a foreign language