Case Analysis Of Primary School English Teachers’ Classroom Discourse

Teacher’s classroom discourse,as an important resource of students’ language learning activities,has a direct impact on students.In terms of function,teacher’s classroom discourse can be classified as teaching discourse and evaluating discourse.In primary school’s English class,the effective use of classroom discourse helps teachers to enhance the interaction with students and make them the host of learning and active learner.Moreover,it helps students construct the structure of their own individual’s learning and accomplish the English study.The current researches on English teacher’s classroom discourse are mainly focused on middle school English teacher’s classroom discourse,and few researches are on primary school English teacher’s classroom discourse.And researches mainly show concern to theoretical study.Under such background,this study makes an attempted exploration on primary English teachers classroom discourse at practical level.This study adopts case study method and the Humanism Learning Theory and Constructivism Learning Theory.First,it selects four primary school English teachers as observational subjects,and records the actual use of teacher’s classroom discourse through an observational chart.Each class is observed by three observational teachers.in terms of the type and frequency of classroom discourse.Then it collects and processes the data.Guided by the Humanism Learning Theory and Constructivism Learning Theory,the results are interpreted and analyzed at both general level and specific level.At last,it draws the following conclusions : 1.Teachers can properly use classroom discourse to encourage students’ participation in classroom activity;2.teachers’ positive evaluative discourse can promote the students’ English learning in low grades,but for the students in high grades,the effect is not so obvious.3.The teachers’ corrective discourses are mostly indirect and not distinct,which is not effective to arouse otherstudents’ attention.In the end,directed to the existing problems,this paper puts forward corresponding suggestions.This study may help to draw the attention of primary school English teachers to the quality classroom discourse and help teachers to improve their professional skills,and effective control of the class so as to achieve the improvement of students’ English learning.