| The English curriculum standard for full-time compulsory education issued in 2011 highlights the communicative nature of English teaching.Language input and language output play an equally important role in English teaching,and communication is the goal of language teaching.Therefore,the ultimate goal of language teaching is to cultivate students' communicative competence.Due to the lack of language environment,junior high school students' communicative behavior mainly occurs in English class.Therefore,teachers' communicative classroom discourse plays an important role in guiding students.Increasing the use of teachers' communicative classroom discourse will promote the cultivation of students' communicative ability.Therefore,it is of great significance to study the communicative classroom discourse of English teachers.Based on Krashen's comprehensible input hypothesis,long's interactive hypothesis,Swain's comprehensible output hypothesis and IRF discourse analysis theory,this study investigates the current situation of English teachers' communicative classroom discourse in Hohhot experimental middle school,and tries to answer the following questions:(1)What is the current situation of communicative classroom discourse of English teachers in Hohhot experimental middle school? What are the major problems?(2)Whatare the main factors influencing the use of communicative classroom discourse by English teachers in Hohhot experimental middle school?In order to answer the above two research questions,investigation and observation are mainly adopted.The data were collected mainly by questionnaire,classroom observation and interview in this study.30 English teachers and 245 eighth-grade students in Hohhot experimental middle school were selected as the subjects.Nine classes of three eighth-grade English teachers were selected for observation and recording,questionnaires were given to 245 students in their classes.The analysis of teachers and students' questionnaires shows that the use of communicative classroom discourse by junior middle school English teachers is not ideal.The current situation and main problems of the use of communicative classroom discourse by junior middle school English teachers are as follows:(1)The communicative classroom discourse of English teachers is lack of appeal,and the students' recognition of the exciting function of teachers' discourse is not very high.(2)The demonstrativeness of communicative classroom discourse of English teachers does not accord with the actual status of teachers in the classroom,and the teachers do not have a great grasp of the correctness of the use of communicative classroom discourse.(3)English teachers do not use communicative classroom discourse to actively guide students.(4)The fact that English teachers have absolute authority also shows that the "student-centered" teaching model has not beenformed.The dominant position of students is not obvious,and English teachers still hold the right of classroom discourse.After analyzing the questionnaire,classroom observation and interview,it is found that the main factors affecting the use of communicative classroom discourse by English teachers in Hohhot experimental middle school are as follows:(1)The outdated teaching concept of teachers leads to the low level of students' communicative intention.(2)Junior high school English teachers have limited communicative competence and communicative teaching ability.(3)The lack of teachers' reflective consciousness on the effect of communicative classroom discourse use leads to a lack of positive guidance to students.(4)The difficult transformation of teachers' central position leads to the lack of students' initiative in communication.Based on the above findings,some suggestions are put forward to improve the current situation of English teachers' communicative classroom discourse.(1)Enhancing the communicative discourse appeal to arouse students' communicative enthusiasm.(2)Pay attention to and improve their own language communication literacy,improve the accuracy of communicative classroom discourse use.(3)Only by strengthening the role of teachers' communicative classroom discourse in guiding students,can students' output of communicative discourse increase,and then students can break through the recent development zone of their own to improve their communicative ability.(4)Teachers need to actively transfer part of thediscourse power to students so that the classroom is "student-centered" and improve the communication space of students' communicative classroom discourse. |
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