A Study On Instructional Language Of Middle School English Teachers’ Classroom Activities Based On Critical Discourse Analysis Theory

Teachers’ classroom activities play an important role in the second language teaching,and the use of instruction language is one of the key elements for the smooth progress of classroom activities.The proper use of instruction language involves all aspects,especially the relationship between the cognition and use of instruction language in classroom activities of junior middle school English teachers,the relationship between the use of instruction language in classroom activities and the language learning situation of students in classroom activities,the voice of students in classroom activities,and even the relationship between the whole classroom power relationship and the use of instruction language in teachers’ classroom activities.Based on the above three kinds of relations,the author explores how to deal with these relations and improve our classroom teaching effect according to the critical discourse analysis theory.Based on the three-dimensional framework of critical discourse analysis,this study adopts the Krashen comprehensible input theory,sociocultural theory in specific analysis of teacher discourse.Five English teachers from two junior high schools in Huanggang City are selected as the research subjects,and the research is carried out by "literature analysis,data analysis,classroom observation and recording,,case analysis and so on..".First of all,five teachers were interviewed before class,and found that five teachers had some lack of understanding of the instruction language of classroom activities.Secondly,through the actual recording and transliteration of the five teachers’ classroom,the case and post-class interview comparative study from three aspects of text practice,discourse practice and social practice,it was found that experienced junior middle school English teachers and intern teachers had different characteristics in the use of instruction language of classroom activities,which affect the formation of power relationship in classroom activities,and directly affect the students’ right to speak.Finally,by collecting the questionnaire of 24 English teachers in two schools and analyzing the data,we can draw the conclusion.Through the analysis and research,we can see that the three relationships discussed above have a direct impact on the relationship of classroom power and students’ right to speak in classroom activities,and also have a great impact on the enthusiasm of students’ second language learning and the cultivation of language learning ability and independent thinking ability.Based on these conclusions,this thesis puts forward some suggestions to improve teaching from two aspects: teachers and schools.From the teacher’s personal aspect,the junior middle school English teacher needs to strive to improve the cognition of the classroom activity instruction language,to enrich the use form of the classroom instruction language,to enhance the consciousness of the power relationship in the classroom activity;from the school aspect,to create the teaching conditions as far as possible for the teachers to use the classroom activity instruction language more effectively.