A Study On The Authenticity Of Teachers’ Discourse In Primary English Class

Discourse is the actual communicative behavior with language as the medium.Teacher’s classroom discourse is the language used by teachers in the process of classroom teaching.In English classroom teaching,teacher discourse is not only a medium for organizing and implementing teaching plans,but also a tool for classroom management.It is an important and even the only source of students’ language input,especially for remote areas.Therefore,the expression and organization of classroom discourse of primary school English teachers not only affect students’ English learning,but also affect teachers’ teaching effect.Therefore,more and more scholars and teachers begin to pay attention to the study of classroom discourse of English teachers.However,there are still many problems in the classroom discourse of primary school English teachers in China.Teachers do not care about their classroom discourse and do not know what characteristics their classroom discourse should have.In this paper,the authenticity of the teacher’s classroom discourse as the entry point,the teacher’s classroom discourse research.This article,the author draw lessons from the Beijing normal university professor Cheng Xiaotang "teacher’s classroom discourse analysis",from the content,the real language,the real scene real three dimensions to analyze discourse authenticity of unique insights,with Long,Krashen input hypothesis and interaction hypothesis theory and Swain output hypothesis theory as the theoretical basis,based on a line the author district primary school English teachers to observe classroom teaching and discourse text conversion,the primary school English teachers’ classroom discourse detailed research and analysis,so as to understand the current situation of teachers’ classroom discourse authenticity and distortion of the manifestation.With the help of the questionnaire,the author understands the personal professional quality of teachers and their understanding of classroom discourse.At the same time,based on the theory,the author analyzes the reasons behind it and puts forward some Suggestions for possible improvement.It is hoped that front-line teachers can pay more attention to their own classroom discourse and pay attention to the authenticity of discourse,so as to provide a more real and natural learning environment for students’ English learning while improving their own English ability and promote the development of students’ comprehensive English application abilityBased on the analysis of the current situation of the authenticity of teachers’ classroom discourse situation,language and content,this paper comes to the following findings: 1.Teachers lack a rational understanding of the authenticity of teachers’ classroom discourse.Most teachers believe that the most important thing for a good lesson is the teaching design.2.The situation,language and content of teachers’ classroom discourse are distorted to varying degrees,but have been improved.Generally speaking,teachers with long teaching years,rich experience and work in excellent schools of students will have more authenticity in classroom discourse.3.English teachers should flexibly use real teachers’ classroom discourse,including classroom questioning discourse,classroom evaluation discourse and other discourse focusing on emotion.