A Comparative Analysis Of English Classroom Discourse Between Experienced And Novice Teachers In Three High Schools In Kunming

With the advent of the information 2.0 era,most high school students have diversified ways to learn English.However,under the requirement of college entrance examination,the main channel for most students to acquire English is still English classroom.Therefore,English teachers’ proficiency and teaching methods will have an important impact on students.English used in English classes in the Chinese context has a special role.English is not only the purpose of learning,but also the medium language of teaching.On the one hand,English spoken by teachers has the function of target language demonstration and language input;on the other hand,it has the function of organizing teaching.Therefore,studying English teachers’ discourse can help English teachers to understand the use of classroom discourse better and find out the problems in classroom discourse,to further improve the quality of classroom discourse.In order to better understand the use of teachers’ discourse in English classroom in senior high schools in Kunming area,on the basis of combing the relevant literature at home and abroad,based on the theory of "output hypothesis "," input hypothesis ","interactive hypothesis" and discourse analysis theory,the author makes a quantitative and qualitative analysis of the discourse transcribed from 480 minutes in 12 classes of4 senior high school English teachers as the original data of data analysis.The purpose of this study is to answer the following three questions: first,what is the difference in the proportion of target language in teachers’ discourse in the actual teaching process between novice teachers and experienced teachers? Second,what are the differences of questioning between novice teachers and experienced teachers in the actual teaching process? Third,what are the differences of feedback to students between novice teachers and experienced teachers in the actual teaching process?The present study adopts the methods of interviews and classroom observation to do comparative analysis and finds that the proportion of the target language usage of novice teachers is decreasing sharply,so it is necessary for novice teachers to pay special attention to improving the usage of target language in class.In terms of the number of questions,teachers with high proportion of target language ask a large number of questions,and vice versa.However,there is no significant correlation between the labels(experienced,novices).In terms of the types of questions,the number of reference questions of experienced teachers and novice teachers is sharplydecreasing.In terms of positive feedback,the two types of teacher feedback are not abundant.Compared with positive feedback,negative feedback is not often used by two types of teachers.The author hopes that this study can help senior high school English teachers promote the teachers’ classroom discourse in target language proportion,questioning language and feedback,and ultimately contribute to the acquisition of students’ target language.