A Study On Lhasa A Senior High School English Teachers’ Classroom Discourse Guided By Teaching Effectiveness

Classroom discourse is the language which the teachers use in classroom.It is an effective way to realize teaching strategies and a medium to effectively spread teaching content,which is also a very important part of teaching instruction.The thesis studies teacher’s classroom discourse in a narrow sense,which mainly refers to the language employed in the class.Teachers’ discourse has a demonstrative role,and high-quality teachers’ discourse influences students’ classroom participation and cognitive behavior,thus affecting their learning effect.In the past 24 years(1998-2022),growing scholars have made a systematic and comprehensive study of teachers’ discourse.According to the literature review,most of the research subjects are college students and junior high school students,and few studies are done in Tibet.Only four articles related to teachers’ classroom discourse found on CNKI have the keywords “ethnic classroom discourse” and “Tibetan teachers’ classroom discourse”,but the reality is that for a long time, the English foundation of Tibetan students is weak, and the average English score of the college entrance examination is only 30-40 points.Therefore,this paper intends to explore the actual situation of English teachers’ discourse in Lhasa A senior high school on the basis of previous studies,and further study on how to improve the English teaching effectiveness to provide some references and suggestions for English teaching here in Tibet.Research subjects are ten teachers and their students are also researched in their classes,and ten English teachers in Lhasa A senior high school are recorded when they actually teach in the class.The empirical research method is adopted,that is,the number of teachers’ classroom words,types of questions,interactive adjustment methods,feedback methods,subjective teaching effectiveness and objective teaching effectiveness are studied in depth,and the following conclusions are drawn: First,there is no obvious difference in ethnic groups between Han English teachers and Tibetan English teachers,so are sexes and titles who use classroom discourse.As for effectiveness of English teaching,there is no difference.Second,employing different teachers’ classroom discourse methods will lead to difference in teaching effectiveness results.Combined with the current situation of English education,the study explores the effectiveness of English teaching in Lhasa A senior high school,and puts forward corresponding countermeasures to enhance the English teaching effectiveness and promote the quality of classroom discourse teaching.The paper hopes that teachers’ better application of classroom discourse provides some references and enlightenment for the majority of frontline English teachers,and helps English teaching.