JCERJournal of Contemporary Educational Research2208-84662208-8474Bio-Byword Scientific Publishing Pty. Ltd.10.26689/jcer.v5i10.2664ArticleA Case Study on the Pattern of Classroom Discourse in Teaching Chinese as a Foreign Languagehttps://artdesignp.com/journal/JCER/5/10/10.26689/jcer.v5i10.2664LiLiqing20215102021-10-29Based on the IRF (initiation, response, and feedback) classroom discourse structure model proposed by Sinclair and Coulthard, this research analyzes and studies the actual corpus of Chinese classroom teaching in Thailand, focusing on the structural model of teacher-student communication discourse, mainly from two aspects of teachers’ feedback. On the one hand, it investigates whether IRF is fully applicable to Chinese classroom teaching and whether there are special situations to it. On the other hand, it attempts to summarize the discourse structure model of Chinese classroom teaching and explores the application of the research results in helping Chinese teachers improve their teaching quality in hope that constructive suggestions can be proposed for teaching Chinese as a foreign language.

Lu Y, 1996, Birmingham School Discourse Analysis and Its Development. Foreign Languages Research, (4): 6-12.

Li Y, Fan HY, 2002, Discourse Analysis, Shanghai Foreign Language Education Press, Shanghai.

Yang XY, 2003, Study on Classroom Strategies of Foreign Language Teachers: Status and Significance. Foreign Language Teaching and Research, (1): 12-14.

Zhang XG, 2011, A Case Study of Classroom Discourse Analysis for Independent College English Teachers. Journal of Foreign Languages, (42): 272-273.

Chen XY, 2005, Analysis of Chinese Classroom Discourse Pattern and Its Teaching Enlightenment. Jinan University.

Cheng XT, 2009, Analysis of English Teachers’ Classroom Discourse, Shanghai Foreign Language Education Press, Shanghai.

Peng J, 2013, Research Overview of Domestic Classroom Discourse Analysis in the Past 20 Years. Journal of Yichun University, (4): 124-128.

Cui SD, 2000, A Study on the Characteristics and Functions of Questioning Language in Teaching. Applied Linguistics, (4): 28-33.

Chen Q, 2004, Teacher Discourse, Classroom Role and Language Learning. Journal of Sichuan Normal University, (4): 82-86.

Hao L, 2003, A Survey of Communicative Language Use by TCSL Teachers and Chinese Learners. Journal of College of Chinese Language and Culture of Jinan University, (2) 27-34.