A Study On Teachers’ Discourse Repetition In Teacher-student Interaction In High-quality Junior High English Classrooms

Sukhomlinsky(1980)said,"The teacher’s language has a huge impact on the efficiency of students’ mental work in the classroom." In junior high school English teaching,teacher discourse is an important carrier of teacher-student communication,and also an important source of students’ comprehensible input,and plays a vital role in students’ English acquisition.Among them,the teachers’ classroom discourse repetition structure accounts for a relatively high proportion of the teachers’ classroom discourse.The use of repetition directly affects the interaction between students and teachers and the final teaching effect.In the English classroom,teachers will appropriately use the repetition structure of classroom discourse to achieve corresponding functions to achieve their teaching purposes,but there are also some invalid repetitions,which severely reduce the students’ independent thinking and self-expression.At present,the structure of discourse repetition of junior high school English teachers has not received much attention and research,especially the repetition of special significance such as "invalid repetition" and "error correction repetition",so the researcher tried to carry out this research.The researcher took the eight classes in the National Junior High School English Teaching Evaluation as the research object,transcribed the full text of the teaching video,marked all the repetitive structures of discourse,and classified and counted the function and type of each utterance repetition structure.Combining the input hypothesis,interaction theory,and output theory in second language acquisition,the researcher conducted quantitative statistical and qualitative analysis of the types and functions of repetitive structures using discourse analysis.In quantitative statistics,researcher focus on the types and functions of English teachers’ discourse repetition structures,and divide it into self-repetition and other-related repetition according to the objects involved in the repetition;according to the content and form of the repetition structure,it is divided into complete repetition,partial repetition and paraphrase repetition;according to the textual position of the repetition structure,it is divided into immediate repetition and spaced repetition.Combined with previous research and the eight classes selected by the researcher,the researcher summarizes the functions of the discourse repetition structure as emphasis,acceptance of publicity,additional questions,supplementation and improvement,confirmation and verification,cohesion and guidance,and error correction.The researcher selected some representative fragments in the eight classes for qualitative analysis combined with relevant research theories.During this process,the researcher found many interesting phenomena about "invalid repetition" and "error correction repetition",and try to summarize some rules and put forward some feasible suggestions for improvement.The analysis results show that: 1)Junior high school English teachers have a high proportion of classroom repetition structure and there is a type preference;2)Different repetition structures play different functions in specific contexts;3)There is a certain relationship between the types of teachers’ classroom discourse repetition structure and the distribution of functions and teachers’ gender,teaching types and students’ grades;4)The factors that affect the effectiveness of discourse repetition include: the level of students in the teacher’s mind,the distance between teachers and students,the basis of students,the degree of cooperation of students,whether teachers pay attention to students’ feedback,and whether teachers make adjustments according to students’ feedback,etc.;5)Different error correction methods will affect the training and cultivation of students’ thinking mode and thinking ability.Based on the above research conclusions,this study puts forward relevant teaching suggestions: 1)Appropriate repetition of discourse helps to improve students’ understandable input and output expression;2)Skillful use of repetitive structure and error correction improves students’ ability to self-examine;3)Appropriate waiting can help improve the effectiveness of repetition;4)Carefully observe students’ reactions and adjust in time to avoid invalid repetition.