A Study Of Senior High School English Teachers’ Classroom Discourse From The Perspective Of Core Literacy

The new curriculum standard of senior high school English emphasizes that students should have the core qualities of language ability,thinking quality,cultural awareness and learning ability after receiving senior high school English education.Teacher’s classroom discourse is an important teaching method for teachers to achieve their educational goals.However,how to improve teachers’ classroom discourse under the guidance of English core literacy? And what are the characteristics and problems of the current high school English teachers’ classroom discourse? Based on this,through consulting relevant literature,this paper takes Krashen’s input hypothesis,Swain’s output hypothesis,Long’s interaction hypothesis and Scaffolding Teaching Theory as theoretical guidance,mainly from the quantity and quality of teachers’ classroom discourse,the type of classroom questioning and classroom feedback,and uses literature research method,classroom observation method,combined with questionnaire survey and other research methods to analyze discussion.Through classroom observation and transcribing of the recorded corpus,and careful comparative analysis of the transcribed corpus and the collected data,the author finds that senior high school English teachers’ classroom discourse has improved in the choice,application and processing of vocabulary,sentence structure and language fluency.At the same time,it is found that senior high school English teachers’ classroom discourse has the characteristics of authenticity,interactivity and repetition.However,there are still some problems in senior high school English teachers’ classroom discourse:(1)The average number of teachers’ classroom discourse is still generally higher than that of students;(2)There are mechanical repetition and pet phrases in teachers’ classroom discourse;(3)In teachers’ classroom questioning,the average number of demonstrative questions is higher than that of reference questions.(4)The form of teacher feedback is relatively single.Therefore,combined with some characteristics and problems of high school English teachers’ classroom discourse,the author tries to put forward some suggestions on how to improve teachers’ classroom discourse under the guidance of English core literacy,hoping to provide some reference for high school English teachers to improve the teaching quality in the teaching process.