The Equality Of English Teaching From Classroom Discourse Perspective

The equality of classroom teaching has been a special attention to many researchers. In traditional classroom teaching, the relationship between students and teachers is not equal, which is reflected in the classroom teaching. This unequal classroom teaching has being criticized by some researchers for a long time. Many scholars also devote themselves to the field from different perspectives. Based upon the previous research, the paper presents the rights of English classroom discourse and unequal English classroom teaching in rural middle schools of Gansu province in China by investigating and analyzing the time of classroom discourse, the construction of classroom discourse, the mood of classroom discourse, teacher’s question and teacher’s feedback, and using methodologies including "naturalistic inquiry", interview and questionnaire. With the analysis and interpretation of these aspects above, the study finds out that the pattern of classroom discourse is traditional IRF (Initiation Response Feedback), there is a significant difference between teachers and students in terms of the time of classroom discourse, the mood of classroom discourse and the complexity of classroom discourse. The right of classroom discourse is controlled by the teachers, the teacher’s classroom discourse hegemony is severe in English classroom, the students lose the right of classroom discourse that should belong to them. The position of teachers-students and students-students is not equal, the English classroom is a classical unequal classroom teaching.According to "The Interaction Hypothesis" and "The Humanism Theory", the thesis explores the causes of unequal English classroom teaching in rural middle schools from different factors. The research also reveals some findings about the present situation of unequal classroom teaching in rural middle schools. Firstly, there is not equality between the teachers and the students. In the classroom, the teacher plays some important roles such as manager of the classroom and deliver of knowledge, which is superior to the students. The students, however, are in passive position, in which they are subordinators of the teacher and containers of English language. Secondly, there is not equality between the students and students. Some poor students cannot get equal right of classroom discourse in group study. They do not get equal education with some good students. At the same time, some suitable strategies of creating equal classroom teaching are discussed and presented that stress equal right of classroom discourse, set the idea of people-oriented education and train students’autonomy of study.In view of the present situation, the present research provides some achievements, limitations and implications that have been drawn from this research in the sixth chapter. And some suggestions for the future research are put forward in the end of the paper, through which the expectation of more research can carry out in the field.