A Comparative Analysis Of The English Teacher Language Awareness Between The Novice Teachers And Experienced Teachers In Rural Secondary Schools Of GanSu Province

In order to make the students understand the different thinking way between Chinese and western in terms of words,sentences,discourse,and different language expressions,teachers should not only teach language knowledge,but also try to improve students’ language awareness in the process of foreign language teaching.The cultivation of language awareness is not only the task of students,but also the responsibility of teachers.In China,secondary school is a critical period for students to learn English,while classroom teaching is still the major channel for students to learn it in which teacher talk serves as the main source of language input and output.It plays an important role in foreign language teaching and learning.Teacher language awareness is the potential language knowledge system which is owned by the teacher in actual classroom teaching.It can enable teachers to gain insight into the whole process of foreign language teaching and learning,enhance the ability of teachers to control the classroom,stimulate students’ enthusiasm and initiative in learning foreign languages,and teach them in accordance with their aptitude.Therefore,it is of great importance to give appropriate language awareness to learners,and a thorough investigation of this subject will be of great value and significance.The author divided teachers into experienced teachers and novice teachers by the standard of five years of teaching and graduating class,and attempted to compare the language awareness of the two kinds of teachers in the classroom to explore the following questions:1)What is the state of teacher language awareness in rural junior high school English class?2)What are the differences between the two types of teachers’ classroom verbal language awareness 3)what are the teachers and students,attitudes and preferences to teacher language awareness?36 English teachers from four rural junior high schools of GanSu province were given the questionnaire firstly,there are 18 novice teachers and 18 experienced teachers among them.The main purpose of the survey is to know the current situation of teachers’ language awareness.Following that,the author selected two novice teachers and two experienced teachers for classroom observation,which lasted for one term.Then the four teachers classroom behaviors were compared to find the differences between novice and experienced teachers.And 190 students were investigated about the impact of classroom language awareness on students’ learning motivation,learninginterest and eagerness to take part in classroom activities.Finally,two experienced teachers and two novice teachers were interviewed to find differences between the two types of teacher language awareness.Thirty students were interviewed to get their opinions about teachers,language awareness.The results show that teachers of the rural secondary schools lack systematic theory about teachers’language awareness,experienced teachers’ language awareness in the classroom is more frequent and effective than those of novice teacher,but there no significant difference between the two types of teachers’language awareness.Through comparing two types of teachers’ language awareness,this study finds the advantages and disadvantages of classroom language awareness in promoting mutual learning.Meanwhile,it can promote teacher’s classroom practice and improve the efficiency of classroom teaching.