The Characteristics And Optimization Suggestions Of Meta-Language In The Explanatory Language Of Junior Chinese Teachers: Analysis Based On The Corpus Of International Chinese Education Classroom

Abstract

In recent years, metalinguistics has occupied an important position in the field of foreign language teaching, and its significance for second language teaching is self-evident. As the core component of classroom teaching language, interpretive language is one of the most frequently used aspects of metalinguistic language. This point of view emphasizes the central position of expository language in the use of metalinguistic language, and further highlights the key role of metalinguistic language in second language teaching. Therefore, the in-depth study of the application of metalanguage and explication has important theoretical and practical significance for improving the quality and effect of second language teaching. Through a systematic analysis of the use of interpretive metalanguage by novice, experienced and senior teachers in elementary Chinese classes, this study reveals the commonality and difference of metalanguage use and its impact on teaching quality. Through the detailed translation and analysis of 400 minutes of class video content, the study found that teachers of different experience levels have significant differences in terms of the types of words, terms and frequencies of metalinguistics. Experienced teachers showed a higher recurrence rate and professionalism in metalinguistic use, while novice teachers showed a higher proportion of super-class word use. The study highlights the importance of proper use of metalanguage in teaching and provides valuable guidance for teacher training and classroom teaching. Through comparative analysis, this study not only enhances the understanding of the role of teaching metalinguistics, but also provides theoretical support and practical guidance for improving the quality of international Chinese education.