The Observation And Analysis Of Teacher Talk In High School English Listening And Speaking Class From The Perspective Of Aesthetics

Teacher talk is the carrier and link of classroom teacher-student interaction,and it is also a vital part of the classroom teaching.Based on Aesthetic Theory,English teaching cannot exist without beauty,and it must be aesthetic and emotional.As an important part of English teaching,teacher talk must also be based on educational aesthetics.Studying teacher talk from an Aesthetic perspective is of vital significance in English teaching and language acquisition.Therefore,based on the perspective of Aesthetics,this research observes and analyzes teacher talk in English listening and speaking classes from three aspects: form,content and style,in order to explore how to improve the aesthetic of teacher talk and English teaching.Under the guidance of Aesthetic Theory and Discourse Analysis Theory,this research is based on analyzing the use of teacher talk in six senior English teachers’ classes in a senior middle school in Yichang City,and combining questionnaire and interview through specific examples and data analysis,mainly from the functional characteristics and formal characteristics of teacher talk to explore the characteristics and existing problems of teacher talk in English listening and speaking class.The study found that there are the following characteristics of the use of teacher talk in the senior middle school’s English listening and speaking class: Compared with the traditional English class,the use of mother tongue has significantly decreased,the amount of students’ speech has obviously increased,the use of indirect instructions has slightly increased;negative feedback is rarely used,short sentences and simple sentences are mainly used,and the use of pronunciation is different from the use of natural discourse.In addition,there are also the following problems:(1)The use of pronunciation,vocabulary,sentence patterns and discourse tends to be solidified,affecting formal beauty and content beauty of teacher talk;(2)The proportion of direct instructions is higher,teacher talk has strong sense of command,ignoring the interactive beauty and emotional beauty of teacher talk;(3)The proportion of referential questions is lower,which is not conducive to the realization of full interaction between teachers and students as well as the reflection of the content beauty and interactive beauty of teacher talk;(4)The use of confirmation checks is more than the use of checking understandings and clarification request,ignoring the content beauty and interactive beauty of teacher talk;(5)Simple and general positive feedback makes it difficult to reflect the content beauty of teacher talk and realize the emotional beauty of teacher talk.In response to the above research findings,there are some suggestions:(1)Teachers should have aesthetic awareness and pay attention to teacher talk,mainly focusing on the beauty in form,content and style;(2)Teachers should enhance language awareness and improve the professionalism of teacher talk;(3)Teachers should highlight the advantages of classroom teaching and pay attention to the emotional and interactional use of teacher talk.