Research Into The Influence Of Senior High School English Teachers’ Classroom Discourse On Students’ Participation In Classroom

The student-oriented education has become the core issue of the implementation of quality education in China,and the most direct manifestation of the students’ subjectivity is their participation in the classroom.Only when the students participate in the teaching actively can the teaching effect be guaranteed.Only when the students truly get involved in teaching will the students play the main role in English learning effectively.In English classes,English teachers’ classroom discourse comes as the major source of understandable input for middle school students in China and plays an role that can’t be ignored in students’ class participation,gaining the attention of more and more researchers and the majority of English teachers.There are quite a few study on English teachers’ classroom discourse and students’ participation in classroom by both domestic and foreign scholars,but few are rooted in ordinary senior high school English classroom,or on the influence of the English teachers’ classroom discourse in senior high school on students’ participation in classroom teaching.In this context,this study proposes the following three specific issues to study the impact of classroom discourse on the students’ classroom participation:(1)What are the specific situations of the students’ behavior participation,cognition participation and emotion participation in the English teaching of senior high school?(2)Does the English teachers’ classroom questioning discourse,feedback discourse and presentation discourse in high school have an important impact on students’ behavior participation,cognitive participation and emotional participation in the class?(3)Which kind of English teachers’ classroom discourse encourages students to take part in classes actively? What kind of English teachers’ classroom discourse results in the opposite?This study starts from the English teachers’ classroom questioning discourse,feedback discourse and presentation discourse,students participation in classroom,behavior participation,cognitive participation and emotional participation,using questionnaires,interviews,classroom observation and other research methods to get the data.And then I conduct a detailed and in-depth analysis by statistical data analysis software SPSS and AMOS to explore the specific situation of English teachers’ classroom discourse in high school and students’ participation in classroom as well as the influence of English teachers’ classroom discourse in high school on students’ participation in classroom.This research mainly adopts the quantitative method and qualitative method.I conducted two questionnaire survey on 287 students of high school in Hubei province,one is about students feedback towards English teachers’ classroom discourse and the other is about students participation in English classes.In order to better explain the results of the survey,I selected 30 classes to conduct observation and analysis,and invited four English teachers and 12 students in the interview.After the analysis of the data,I came to the following conclusions:(1)There are much to improve in terms of English teachers’ classroom questioning discourse,feedback discourse and presentation discourse in high school.Students’ participation in English classes is not satisfactory.There are more cognition participation than behavior participation and emotion participation.(2)English teachers’ classroom discourse in high school has a significant impact on students’ classroom participation.(3)The following types of English teachers’ classroom discourse can encourage students to participate in the classroom actively,that is: reasonable way to correct,flexible forms of feedback and encouraging feedback;a wide range of question objects,suitable waiting time and difficulty level of questions;friendly and incentive utterances and clear instruction in classroom.The following types of English teachers’ classroom discourse discourages students to actively participate in the class,that is: speaking too fast,or speaking in low voice,unchangeable intonation,unclear classroom instruction;only let the students answer the questions individually or only put questions to students of good grades.etc,.