An Investigation And Analysis On The Amount Of Teachers' Classroom Discourse

As education reforms continue to urge educators to provide appropriate instruction for all students, the growth of interest in the analysis of teacher language and interaction has been stimulated in the case of the language classroom. In the process, we find that not all teachers behave uniformly. Some of them adopt multipurpose strategies to make their class lively and interesting while some others pay insufficient attention to the worthwhile linguistic theories and rewarding strategies. They even occupy the whole time in class and ignore the appropriate cognitive-evaluative language of emotion. This deserves our attentions.I try to describe how the knowledge teachers possess could influence their teaching and to expose the theory and ideology embedded in their classroom discourse by an empirical study in the field of our English teaching where not so many people have done the research before. The research is expected to reveal what types of teacher-student interaction are favorable for promoting learner's English learning and educators'professional development.The thesis consists of 3 main parts. To be more specific, it spreads out as follows: I give a brief review of the prior mentioned literature and theories in the first chapter. Then, I pursue to explore my own research rationale, showing how these ideas are incorporated into the field research in 10 junior school classrooms. So methods in collecting and analyzing data are shown in Chapter 2 and Chapter 3. I therefore, in the ending section of Chapter 3, discuss the results of the research and try to explain the pedagogical implications that will provide for our English teaching.In the concluding remark of the thesis, I conclude the conclusion that teachers'classroom behaviors are in direct consistence with their knowledge of interaction. Besides, discourse of teachers who are more theory-based and focus more on interactive communication and cooperative learning encourages active learner participation, thus promotes effective teaching .