A Case Study Of Classroom Teaching Language Of Junior High School Teachers

In the foreign language classroom teaching,the quality and quantity of teacher talk have a deep influence on the English learners.The teachers’ classroom teaching language is the main part of teacher talk,which must have the characteristics of standardization,authenticity and acceptability.For a long time,English teachers still pay less attention to the use of classroom teaching language,which leads to a great impact on the language acquisition of learners.Classroom teaching language is the language used by teachers to clarify teaching materials,impart knowledge,organize exercises,and stimulate students’ learning emotions constantly in order to complete teaching tasks.English as a second language in our country,learners’ language input mainly comes from teachers and classroom.Therefore,teachers’ classroom teaching language has an important influence on learners’ language acquisition,teachers must pay enough attention to their own classroom teaching language.With the development of information technology,utilize various channels to promote the classroom teaching language actively,meanwhile in the process of application,achieve simple and efficient results.Through classroom observation and face-to-face interviews with three English teachers in a junior high school,they come from Yulin City,Shaanxi Province.This study collects classroom teaching language used in the classroom to carry out qualitative research,and analyzes the problems of classroom teaching language of junior high school English teachers,so as to provide cognitive basis for professional development of English teachers.Through the analysis of classroom observation and interview,this study draws the following conclusions: In the general classroom teaching,some of classroom teaching language does not effectively reflect the characteristics of standardization,authenticity and acceptability.Therefore,this study is combined with Input Hypothesis,Output Hypothesis and Motivational Theory,the implications for English teachers in classroom teaching language are as follows: actively promote their own language cultivation,organize micro-classes in the school efficiently,improve classroom teaching language,achieve the unity of cognition and practice for classroom teaching language,and strive to overcome the negative impact of job burnout on the teaching.Through the analysis and research of English teachers’ classroom teaching language,expect to arouse the attention of English teachers to the classroom teaching language,and they can realize that English teachers’ classroom teaching language is not fixed.Ultimately combine the teaching enlightenment to actively optimize classroom teaching language,and then promote the quality and quantity of teaching more smoothly.