Classroom Discourse Problems And Solutions In Primary School English Teachers

Discourse refers to the language used in application. And classroom discourse is the discourse produced during teaching, including students’discourse and teachers’ discourse. The discourse used by teachers to arrange and carry out classroom teaching is regarded as classroom discourse as well. The English teachers’classroom discourse in primary school is not only the ’target language’learned by students, but also the ’intermediate language’ used between teachers and students. Hence, discourse expression and organizing ability of primary school English teachers have an important effect upon students’ language acquisition and accomplishment of teaching targets. Therefore, there are more and more attention have been paid on the researches of primary school English teachers’ classroom discourse.This text studies and analyzes the relevant conception to know the usage of primary school English teachers’classroom discourse. This research focuses the classroom discourse of ten English teachers who teach in school Y in Nanjing and some other English teachers who once had open courses in the city and the district to know the present situation of classroom discourse, to seek out the existing problems and to take qualitative and quantitative analysis to find out the solutions to help improve classroom discourse, teaching quality and the students’ second language acquisition through documents, classroom observation, discourse analysis and mathematical statistics, etc.Based on the serious analysis, we draw the following conclusion:First, nowadays, English teachers are equipped with advanced educational teaching conceptions, and consider students as principals, and take initiative to seek for the suitable level of discourse expression and create the conditions for students’English learning. Second, teachers ought to take multi-faceted perspective to analyze classroom discourse and find out if there are problems in classroom discourse at different angles so that we can guarantee the normality and logicalness of classroom discourse. Third, teachers should acquire solid basic English professional theory, and improve the effectiveness of classroom discourse to make classroom discourse become imitable and understandable.