A Study Of College English Classroom Discourse Based On Dialogue Theory

As a significant way to recognize the process of English classroom teaching,the study of English classroom discourse aims to reveal features of teacher talk and student talk and reflect the relationship of teacher-student dialogue taking place in English classrooms.Thus,it is necessary for us to conduct research on classroom discourse for improving the quality of teacher talk and promoting students’ classroom learning.In recent years,based on Dialogue Theory,lots of domestic studies of college English classroom discourse have been carried out,focusing on teachers’speech acts,model constructions and strategies of teacher talk,while features of teacher talk and student talk as well as the relationship of teacher-student dialogue have been ignored.In order to fill the present research gap in China,this thesis attempts to investigate college English classroom discourse at a university as a case of study.Dialogue Theory is characterized by equality and openness,which essentially emphasizes a positive humanistic spirit of diversified individuality and equal participation in social communication,and is inherently consistent with relationship of teacher-student dialogue existing in present English classroom.Therefore,it is feasible to study college English classroom discourse by adopting Dialogue Theory as the theoretical foundation.It is known that classroom discourse is made up of teacher talk and student talk.Based on the characteristics of Dialogue Theory,the thesis analyzes teacher talk and student talk taking place in present college English classroom and attempts to answer the following questions:1.What are the question types used in present college English classroom?What is the frequency of the question types used?2.What kinds of feedback are used in present college English classroom?What is the frequency of feedback used?3.What forms of "IRF" model exist in present college English classroom?What is the frequency of these forms used?4.What kind of relationship of teacher-student dialogue exists in present college English classroom?The author collected data from college English classroom of a university in Chengdu,observed and recorded six college English classes,and transcribed the recordings.Meanwhile,the author conducted a questionnaire survey of 348 freshmen of non-English majors.Through the analyses of the questionnaire data and the transcription,the author found the following results:1.There are referential questions and display questions adopted by English teachers.Referential questions are more often adopted in present college English classroom teaching;2.There are positive feedback and negative feedback adopted by English teachers.The former is more often used to facilitate classroom teaching;3.Three forms of "IRF"model,Initiation-Response(IR)model,Initiation-Response-Feedback(IRF)model,and Initiation-Ib-Response-Feedback(IIbRF)exist in present college English classroom,and ’IRF’ model is more often used in English classroom teaching;4.The present college English classroom reflects an equal and open relationship of teacher-student dialogue,which is manifested as teachers in the leading position,and the students sharing high subjectivity and equal participation in classroom learning.At last,based on the characteristics of equality and openness of Dialogue Theory,the author puts forward some implications for improving teaching strategies and establishing a more equal and open relationship of teacher-student dialogue in college English classroom,and the author hopes that the research can provide some reference for improving the quality of English classroom teaching and promoting students’English learning to some extent.