A Study Of English Teacher Discourse In Junior High School

Teacher discourse is the language that teachers produce when implementing classroom teaching,and also an indispensable part of classroom teaching.In the English classroom,teacher discourse is not only an effective way to disseminate teaching content and teaching strategies for students,but also the target language of learning.Teacher discourse has a demonstration role for learners in the use of target language.Different teacher discourses will influence students' cognitive behavior and the degree of participation,thus producing different learning effects for students.For Chinese students who regard English as a foreign language,teacher discourse is particularly important,because the biggest difference between foreign language classroom teaching and other classroom teaching is that language is both the medium of teaching and the main sourse of target language input for learners.In addition,For beginners,teacher discourse in classroom teaching is the conscious or unconscious imitation in their process of language development.Therefore,the quality of teacher discourse will directly affect the effectiveness of classroom teaching.In recent years,more and more empirical research has appeared in the academic world,but the focus of the research objects is mostly concentrated in the university and high school,and there are still fewer primary schools and junior high schools in the compulsory education stage.Based on this,this paper aims to explore the characteristics of English teacher discourse in junior high school in order to provide some valuable suggestions and references for English teaching in junior high school.Based on the understanding of the research status of English teachers' classroom discourse in junior high school,this thesis explores the following questions:(1)How is the quality of English teachers discourse in junior high school?(2)What are the characteristics of the type and direction of classroom question in junior high school?(3)What are the characteristics of the interactive adjustment adopted by English teachers in junior high school?(4)What are the characteristics of the feedback adopted by English teachers injunior high school?Based on the empirical research methods of classroom transcription,teacher interview and student questionnaire,this paper takes ten English teachers and some students from T middle school in Dianjiang to study the characteristics of the English teacher discourse in junior high school.The results are as follows:(1)In terms of teacher discourse's quality,most English teachers discourse is plain and rigorous,lacking in fun,and some teachers use Chinese teaching to lead the classroom.In the listening and speaking class,students are not given more opportunities of comprehensible input and output.(2)In the aspect of the teachers' classroom questions,the ratio of the display question and the reference question is unbalanced.Most teachers prefer to use display questions in the choice of question types,and rarely design reference questions;The question point is mainly to specify a student or whole class.There are very few students who answer voluntarily.(3)In the terms of interactive adjustment,the three adjustment methods are imbalanced.When the communicating obstruction between teacher and student appears,the understanding verification is used most frequently,followed by confirmation verification,and the use of clarification requests is minimal.(4)In the aspect of teachers' feedback,teachers generally use positive feedback to evaluate students' classroom performance.Among them,positive feedback is mainly based on simple and general praise,lacking specific comments on students' answers.when the students make mistakes,different teachers take different approaches to correct them.Based on the findings of this paper,the author puts forward relevant suggestions:Transform the role of teacher and improve the quality of teachers' classroom discourse;rationally apply questioning strategies to guide students to think positively;flexibly select interactive adjustment ways to promote classroom interaction;adopt positive and specific feedback ways to encourage students to express themselves confidently;hoping to help improve the quality of English teacher discourse and promote the development of English classroom teaching.