A Discourse Analysis Of English Classroom In Independent College

As we all know that the competition of the world now is the competition of talents, especially the inter-disciplinary talents who can be adapted to the rapid development of modern society. The greater progress the reform and opening-up policies make, the more needs for the brains with both professional knowledge and English competence are growing. So our higher educational system and college English teaching also need a transformation, that is, to change from the teacher-centered classroom to the type of student-centered. Independent college as a new type higher educational carrier differs a little from the public university, but the English classroom is also one of the basic subjects which is changing and transforming gradually. And the discourse analysis of classroom as an important method to study classroom teaching can truly reflect the situation of the teacher's and student's discourse, make the theory and the practice combined closely. It can also provide theory and practice a basis for the teaching transformation of college English by exactly depicting the teacher's and student's discourse.The paper focuses on the independent college English classroom discourse and the materials are collected from the non-major English classroom of the Information and Economy College of Jilin University of Finance and Economics. Sinclair and Coulthard's classroom discourse analysis model and some research achievements of other famous experts are consulted in the paper. The paper tries to investigate the English teachers'classroom teaching behavior and the educational conception behind it by analyzing how the English teachers'classroom discourse is used. Then we can see the advantage and disadvantage of teacher's and student's discourse, put forward some constructive advice so as to promote the reform of college English. Through studying it is easy to see that in the independent college English classroom the main model is IRF model, in which the teachers initiate problems, students answer questions, and then the teachers give feedback. The teachers'discourse amount is more than students'discourse amount; Teachers'turn-taking is more than students' turn-taking; The type of teachers'questions are more display questions, in which students can find fixed answers in text book; Teachers'discourse now is more teaching discourse, while natural discourse is less. These make us get some implication:we should change the traditional teaching ideas, not always think the teacher is the center of the class and the teachers'discourse must be dominant. We should appropriately convert into the student-centered classroom; Teachers should ask more referential questions to exercise students'emanative thinking, stimulate the students'interest to study; Improve the quality of teachers'discourse, and apply different teaching methods according to different students. Teachers can appropriately increase the proportion of Chinese in class in which the students' English is poor, and improve their English ability gradually; For students with a high level of English teachers can completely speak English for teaching, use more difficult and high-frequency words as much as possible to make the students'English level become better, which can also raise the level of teachers themselves.There are totally five parts in the thesis:Part one is a literature review including both domestic and foreign research situation. Part two is the theoretical foundation which is based on the classroom discourse analysis and the output and input hypothesis. Part three introduces the design and approaches applied in the study. Part four presents the analysis of the materials. Part five offers some advice according to the research and points out the limitation. Then a conclusion is drawn in the end.