An Analysis Of English Teacher's Classroom Discourse In Junior High School From The Perspective Of Post-method

Teachers' classroom discourse refers to the language used by teachers in classroom teaching,also known as “teaching language”.Teachers' classroom discourse plays a key role in the overall organization of classroom teaching and the acquisition of students' target language.From the perspective of kumaravadevilu's “post method” foreign language teaching theory,this paper adopts the method of literature research,classroom observation and interview,and takes Luoyang Oriental Foreign Language School as the case,selects six junior high school English teachers as the research object,observes their English teaching videos and transcribes them into written materials.Combined with classroom teaching objectives,students' classroom interaction and the content of teachers' interview,this paper analyzes the classroom discourse of six English teachers in junior high school.This paper mainly analyzes the classroom discourse of English teachers in junior high schools from the following aspects: the quantity of teacher discourse and student discourse;the quality of English teachers' classroom discourse;the type of English teachers' classroom discourse;the lead-in words of English teacher;the questioning words of English teacher;the feedback words of English teacher.The research finds that English teachers' classroom discourse accounts for more than half of the overall classroom discourse in junior high schools;the situation created in English classroom teaching is not natural and authentic enough,and the authenticity of teachers' discourse is deficient;most of the questions raised by teachers in the classroom are display questions,which are more than reference questions;the frequency of positive feedback is far higher than negative feedback.Based on the above research results,this paper puts forward the following suggestions from the perspective of the “post-method” foreign language teaching theory: to establish a student-oriented classroom to provide students with more opportunities for language output and practice;to create a real and natural classroom situation to highlight the situational and authenticity of classroom discourse;to focus on the diversity and level of questioning,and to use more open reference questions;to pay attention to the diversity of classroom feedback,and adopt appropriate feedback methods.This paper hopes to provide some references for English teachers in junior high school to use classroom discourse.