A Study On The Correlation Between Classroom Discourse Of Novice English Teachers And Students’ Classroom Participation In Junior High School

English is a compulsory course for Chinese students at the basic education stage.However,due to the lack of a real language communication environment,the discourse output by English teachers in the classroom has become one of the important ways for students to acquire English.Therefore,the contents and forms of teachers’ classroom discourse directly affect the degree of students’ participation in the classroom,and then affect the students’ classroom learning results.As for novice teachers,they are in the initial period of teaching and there are some problems for them such as lack of practical teaching experience,inadequate construction of their own classroom discourse,and ignoring the impact of their classroom discourse on students,etc.However,because novice teachers have not yet formed their distinct personal teaching styles,they have strong plasticity.Therefore,based on the Comprehensible Input Hypothesis,the Interaction Hypothesis and the Zone of Proximal Development Theory,this thesis investigates the characteristics of novice teachers’ classroom discourse and the classroom participation of middle school students in classes taught by novice teachers,and analyzes the relationship between novice teachers’ classroom discourse and students’ classroom participation.According to the survey results,the researcher explores the problems existing in the classroom discourse of novice teachers and put forward targeted suggestions.The purpose of this thesis is to provide some references and suggestions for novice English teachers to improve teaching effects and qualities by adjusting their own classroom discourse.This study takes 6 novice English teachers and 181 students in their classes from grades 7 to 9 of M Junior High School and T Junior High School of the 10 th Division of the Xinjiang Production and Construction Corps as the research subjects.The researcher adopts the methods of literature research,classroom observation,questionnaire and discourse analysis to explored the following three questions: First,what are the characteristics of classroom discourse of novice English teachers in junior high schools? This question contains three sub-questions,namely,what are the characteristics of novice teachers’ classroom demonstration discourse,questioning discourse and feedback discourse? Second,how is the participation of junior high school students in English classes? This question contains three sub-questions,namely,how are the behavioral participation,cognitive participation and emotional participation of junior high school students in the English class? Third,in junior high school,what is the correlation between the classroom discourse of novice English teachers and their students’ classroom participation? The question consists of three sub-questions,namely,what are the correlations between the novice teachers’ classroom demonstration discourse,question discourse,feedback discourse and students’ classroom participation?Results generated from the study demonstrate: First,there are certain problems in the demonstration discourse,questioning discourse and feedback discourse of novice teachers.For example,the demonstration discourse accounts for too much of the total teaching time,and the teachers mainly use the way of explaining language knowledge to input to students.The type of questions is single,and novice teachers mostly use presentation questions.The questioning methods are mainly based on designated answers and collective answers,and less use of students’ voluntary answers or group discussions.Although novice teachers’ positive feedback is more than negative feedback in the classroom,the form of positive feedback is relatively simple.Second,the behavioral participation,cognitive participation and emotional participation of junior high school students need to be improved.Junior high school students have more behavioral participation in English classes,but less cognitive and emotional participation.However,their learning initiative is not strong.In particular,they need to improve their ability to study deeply and use in-depth learning strategies in class.Third,there is a statistically significant correlation between novice teachers’ classroom discourse and students’ classroom participation.Among them,classroom demonstration discourse,questioning discourse and feedback discourse have obvious correlation with students’ active participation,passive participation,behavioral participation,cognitive participation and emotional participation.According to the characteristics of novice teachers’ classroom discourse and the specific positive and negative correlation between their classroom discourse and students’ classroom participation,the researcher puts forward some suggestions for novice teachers: First,novice teachers should properly use teacher discourse to ensure students’ effective participation in English classes and provide students with sufficient opportunities for language output by controlling the duration of their classroom discourse.Second,novice teachers should make proper use of questioning strategies to diversify the types and ways of questioning.In addition,novice teachers should be able to choose questions of different difficulties according to students’ levels and give students enough waiting time to think after asking questions.Third,novice teachers should make reasonable use of classroom feedback discourse to combine positive and negative feedback effectively and give diversified and effective evaluations to students.However,due to the imbalance of education levels in different regions and the limitation of the nature of case study,the results of this study are not universally applicable.It is only hoped that this study can provide some enlightenment for novice English teachers in junior middle school to pay attention to their own classroom discourse and adjust it properly.Then teachers can promote students to participate in the classroom more comprehensively and improve the efficiency of English teaching.