An Empirical Study Of Pedagogical Discourses In Junior High School English Classes

Teacher talk is an important and necessary tool for classroom teaching. Classroom teaching would be impossible without teacher talk. Therefore, the study of teacher talk in classroom teaching draws more and more attention. Teacher talks, especially pedagogical discourses of the teacher, in junior school classroom teaching directly affect teaching qualities. Thus it's necessary for us to make a study of pedagogical discourses in classroom teaching, which might be helpful to both students and teachers.The thesis intends to make an empirical study of pedagogical discourses in junior English classes, which is divided into five chapters.Chapter One introduces the necessity and the significance of the research on teacher talk in junior schools, as well as the aim, the background and the structure of the research.Chapter Two is a literature review of teacher talk, including previous studies of teacher's questioning, modifying strategies and feedback.Chapter Three is the theoretical framework of the study which focus on the types and functions of teacher talks in classes.Chapter Four makes an empirical study of pedagogical discourses in junior English classes. The design and methodology of this chapter includes research questions, hypotheses, data collection and transcription, results and discussion, and conclusion.Chapter Five is a conclusion of the whole paper. First, it summarizes the main findings and the significance of the present study. Second, it illustrates the implications of the present study to both teacher talk and English classroom teaching in junior schools. Thirdly, limitations of this research and suggestions for further study around this topic are given.