Optimization Strategies of Classroom Questioning of Young Primary School Chinese Teachers from the Perspective of Language Adaptation

Abstract

Abstract: Language adaptation theory focuses on the expression of language, which is closely related to the choice of language. Classroom questioning is a common speech act in classroom activities. It is also a pragmatic strategy for teachers to organize classes and carry out teaching activities. In this paper, the author uses the Chinese classroom discourse communication of young primary school Chinese teachers and backbone teachers as the corpus, makes a comparative analysis of classroom questioning from the perspective of language adaptation, finds out the deficiencies of pragmatic strategies of classroom questioning of young primary Chinese teachers, and then puts forward reasonable suggestions for improving classroom questioning.

Key words: Primary school Chinese, Young teachers, Classroom questioning, Language adaptation

CLC Number:

G623.2

NI Suping. Optimization Strategies of Classroom Questioning of Young Primary School Chinese Teachers from the Perspective of Language Adaptation[J]. The Theory and Practice of Innovation and Enntrepreneurship, 2021, 4(11): 181-183.

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Optimization Strategies of Classroom Questioning of Young Primary School Chinese Teachers from the Perspective of Language Adaptation

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