| In English class,the teacher’s language is not only a tool for teachers to organize classroom teaching,but also the main source of students’ input of the target language.Therefore,the classroom discourse of English teachers has gradually attracted the attention of researchers at home and abroad,who have carried out corresponding observation and empirical research,and gradually developed into an independent discipline for research.It is not hard to find from the previous research that relevant studies mainly focus on teachers’ questioning,teachers’ feedback,the percentage of teachers talking time,and the adjustment of interaction mode,etc.In addition,classroom discourse has established an increasingly close relationship with second language acquisition.In terms of subject selection,most research subjects are English teachers in universities.However,the junior school is a very important stage for a student,this study will analyze the types,characteristics and effects of classroom interactive discourse of Junior School English teachers,and put forward suggestions for improvement.This study mainly focuses on three research questions:（1）How do Junior School English teachers use interactive discourse in class?（2）What are the characteristics of interactive discourse of Junior School English teachers?（3）What is the effect of interactive discourse of Junior School English teachers?The characteristics and effects of interactive discourse of Junior School English teachers are summarized through questionnaire survey results.Using classroom observation,this paper recorded and transcribed the English lessons of three excellent English teachers in three grades of a Junior School in Changchun.The improved version of Flanders Analysis System（IFIAS）was used to conduct statistical processing on teachers’ interactive discourse,and analyzed the types and characteristics of Junior School English teachers’ interactive discourse.Through the interviews with the teachers,this paper explores the causes behind the phenomenon of teachers’ classroom interactive discourse,and gives some suggestions for improving teachers’ classroom interactive discourse.The research shows that questioning and feedback are major components or Junior School English teachers’ classroom interactive discourse.In addition,questioning are divided into display questions and referential questions.The author summarizes the characteristics and effects of classroom interactive discourse from these two aspects respectively.In terms of classroom questions,teachers tend to ask display questions and give students different time to think,according to the difficulty of the questions.For referential questions,the time will be longer.The objectives of the questioning will tend to ask all students,in order to save time.When asking questions,most of the time teachers like to use English as the main language,Chinese as the auxiliary form,so that students can understand.In terms of feedback discourse,teachers are accustomed to use positive feedback,but the feedback discourse is rather general and abstract,it does not specifically praise the highlights in students’ answers.When the students’ answer is wrong or they cannot answer the questions,most of the time teachers will be patient to guide,or encourage students to speak.Teachers’ interactive discourse is very important for students’ English learning.Most students are satisfied with teachers’ interactive discourse,but teachers think that there is still a lot to improve.From the classroom observation results,there are still some problems in the classroom interaction effect of junior school English teachers.The active speech rate of students is low,and most of them are passive discourse generated under the guidance of teachers.Teachers tend to give students direct influence in the discourse interaction between teachers and students,and they mostly ignore students’ emotional state,which will affect students’ learning enthusiasm. |
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