A Study On The Characteristics Of Teachers' Discourse Distribution In High School English

Teacher talk refers to the language used by teachers in classroom teaching. Teacher talk is not only an important media between teachers and students, but also an important way for language learning. For high school students in China, classroom is an important place for their English learning, so studying teacher talk in classroom is very important. Therefore, the studies on teacher talk at home and abroad are increasing. Teacher talk in classroom teaching has become one of the focuses of the study of second language acquisition. In recent years, the studies on teacher talk in classroom teaching by Chinese scholars mainly concentrated on college teachers. The research on primary and secondary school is relatively rare, and researchers tend to study classroom teaching in the natural condition to find the problems of teacher talk and put forward proposals. Highquality class, with the teaching being more professional under the guidance of more advanced teaching concepts, sets a good example for teaching. Studying teacher talk in high-quality class can provide inspiration and guidance to classroom teaching. On the basis of humanism, Krashen’s comprehensible input hypothesis, Swain’s comprehensible output hypothesis and Long’s interaction hypothesis, the study conducts a qualitative analysis of teacher talk. Transcribing and analyzing the video of the Eleventh High School English Class Exhibition in Shandong Province, the researcher examined the distributional features of teacher talk from the following four aspects: quantity of teacher talk in class, classroom questioning, interactive modification and teacher feedback.The result shows that:(1) In terms of length of time, there’s small quantity of teacher talk for the six teachers, and with that, students are given more chances to actively participate in learning activities. Students are full of interest in classroom learning, and communications between teachers and students are frequent.(2) Concerning teachers’ questions, display questions are apparently less frequent than referential questions, which gives more opportunities for students to express their views.(3) As to the interactive modification, when meet interactive difficulties, six teachers are more likely to use confirmation check, followed by clarification check, and the number of comprehensible check is the least.(4) For types of teacher feedback, comment plus praise and repetition plus praise are more frequent. Praise in simple words, like “good” and “excellent”, is of low frequency. Teachers tend to encourage students’ self-thinking and promote the second language acquisition.Based on the above findings, the author puts forward the following suggestions:(1) It is important to control the quantity of teacher talk in classroom and to advocate “students as the center". We should provide students with learning resources and create a good learning environment for them to study independently.(2) Teachers should ask more referential questions, encourage students to think actively, and pay attention to training students’ thinking ability and comprehensive language competence.(3) Teachers should adopt various strategies to adjust and promote the communication between teachers and students.(4) Teachers should adopt appropriate feedback strategies to improve students’ learning enthusiasm.