A Study Of Errors And Their Management In Senior High School English Teachers’ Classroom Discourse

In senior high school English classrooms,teachers’ classroom discourse is the main source of students’ language input,which directly affects the quality of students’ English learning.Teachers are both knowledge disseminators and language learners,so mistakes are inevitable in the teaching process.Therefore,studying teachers’ classroom discourse errors and coping strategies can improve teachers’ cognition of classroom discourse function and attention to classroom discourse,promote teachers’ reflection,and improve teachers’ language ability.Based on the theory of error analysis,this study transcribes the recordings of 60 senior English teachers’ classrooms into texts,then the author find out all kinds of errors in the text and classifies and counts the classroom discourse errors that occur in the class according to phonological errors,grammatical errors,semantic errors and pragmatic errors.Through classroom observation and interviews,the researcher summarizes the coping strategies of high school English teachers’ classroom discourse errors.The researchers mainly use the method of literature research,classroom observation and interview to explore the following questions:(1)What is the distribution of teachers’ discourse errors in high school English classrooms?(2)What strategies do teachers use to deal with discourse errors in high school English classrooms?(3)What are the relative factors of English teachers’ classroom discourse errors in senior high schools?(4)What are the reasons for these discourse errors? The study found that: course type,teachers’ educational background,teachers’ teaching age,and geographical differences all have an impact on teachers’ classroom discourse errors;among all classroom discourse errors,grammatical errors are the most,phonological errors are the second,and pragmatic errors and semantic errors are the least.Finally,the researcher analyzes and summarizes the coping strategies for classroom discourse errors from three perspectives: pre-class coping strategies,in-class coping strategies and after-class coping strategies.The results of this study can provide an effective reference for high school English teachers,provide teachers with different perspectives on classroom discourse error coping strategies,and help teachers find suitable methods to improve the accuracy of classroom discourse.