A Systemic Analysis Of Junior High School Novice EFL Teachers’ Discourse Of Classroom Presentation

In junior high school EFL teaching,the teachers’ classroom teaching behavior,especially their discourse of classroom presentation produced in their teaching,directly affects the students’ classroom learning process and results and is therefore worthy of systematic research.Naturally,extensive studies have been carried out on the classroom teaching behavior of teachers in general and of junior high school EFL teachers in particular.So far,however,there have not been adequate studies of the discoursality of the classroom presentation discourse of junior high school EFL teachers.Oriented to the needs of junior high school EFL teaching practice,and in view of the weaknesses of relevant studies,the present study attempts to find out whether or to what extent the classroom presentation discourse of junior high school novice EFL teachers is consistent with(1)the seven constitutive principles and(2)the three regulative principles of discoursality so as to understand and manipulate the present situation of the classroom presentation discourse of junior high school novice EFL teachers.The study is carried out in the light of the systemic view of discourse advanced by Jia Zhengchuan,within the framework of the seven constitutive and the three regulative principles of discoursality proposed by Robert-Alain de Beaugrande and Wolfgang Dressler.It involves four novice EFL teachers and their 161 second year junior high school students from Yantai Foreign Language Pilot School as participants,employs an observation inventory,a systemic questionnaire and an interview checklist as instruments of data collection,uses discourse system analysis and statistic analysis as methods of data analysis,and adopts a comprehensive procedure integrating quantitative with qualitative analysis.Results generated from the study demonstrate:(1)Among the seven constitutive principles of discoursality,junior high school novice EFL teachers’ discourse of classroom presentation roughly meets the standards of cohesion,coherence,intentionality,informativity,and intertextuality,but does not quite meet thestandards of acceptability and situationality.Junior high school novice EFL teachers need to pay attention to the quality of recurrence,the quantity of content and time allocation and should enhance the capacity of creating active classroom atmosphere and situation.(2)In terms of the regulative principles of discoursality,junior high school novice EFL teachers’ discourse of classroom presentation generally meets the three regulative standards of discoursality.They need to further enhance the principles’ application and practice in their teaching.This study may hopefully have certain practical and academic significance for junior high school EFL teaching and related research.In terms of its practical significance,the results of this study reveal the current situation of the classroom presentation discourse of junior high school novice EFL teachers,which provides a basis for its improvement.In terms of its academic significance,this study helps to make up for the lack of research in the classroom presentation discourse of junior high school novice EFL teachers.