A Comparative Analysis Of The Classroom Discourse Of The Novice And The Experienced English Teachers

With the development of our world, language learning and teaching has become heated issues. When it comes to Chinese teachers, how to teach students with great efficiency during the limited class time is important. What’s more, the novice teachers and the experienced teachers p.erform quite differently in the respect of teacher talk in the foreign language classroom. And teacher talk leads to different student response and it even has different impact on students’second language acquisition.This research intends to find in what aspect the teacher talk of the novice teachers and the experienced teachers is different with the guide of Flanders Interaction Analysis Categories and how the result of this research helps the novice teachers to grow into experienced teachers with proper ways. The two participants are selected with great demand. They are both men teachers teaching the same grade in the same school. One is a novice teacher who has just entered this school with a teaching experience of no more than1year and the other one is a teacher who has a teaching experience of about10years. Both of their teaching of lessons are the same lesson recorded in two different classes separately. The two classes being observed are about the same level concerning their learning status quo. Flanders Investigation Analysis Categories is used to analyze the transcription of the teacher talk in the classroom and post-class interview for both the teachers were also made.This research reveals the discrepancies of both the novice and the experienced teacher under the guide of FIAC. And it is found that the teacher talk of the novice teacher and the experienced teacher is different in many aspects including the amount of teacher talk time, giving proper praises and encourages, the skill of asking questions, lecturing time as well as giving directions. It is also found that the experienced teacher tends to ask more referential questions which triggered more student response and student talk initiation.Suggestions and methods for the novice teachers are made at the end of this research for them to grow faster into more experienced teachers.This research finds that there’s a lot of space for the novice teacher to improve in many aspects of teacher talk.