High School Teachers Of English Classroom Discourse Effectiveness Evaluation Index System Research

Based on the Input Theory of Stephen Krashen, the Comprehensive Output Hypothesis of Swan, the Interactive Theory of Michael Long, the Zone of Proximal Development Theory raised by Vygotsky, the Pragmatic Theory of M.A.K.Halliday and the Effective Teaching Theory of the New Curriculum, meanwhile referring to the empirical results of valid on Foreign Teacher Talk published in the English key periodicals at home and abroad, combing the analysis of the effective factors on Foreign Teacher Talk which is about the senior high school teachers" classroom teaching video of different levels, we assume that the efficiency concerning Foreign Teacher Talk of senior high school teachers consists of three components, namely language characteristics, language functions and interactive features and three-level evaluating indicator system including3one-level index,11second level index and26three-level index. And then using the statistic methods such as descriptive statistical analysis, independent sample T test, groping factor analysis and verified factor analysis,124senior high school teachers and249high school students were used respectively to confirm and test the three-factor hypothesis. The results reveal:the three-factor construct of it can well fit the observed data, so the three-factor hypothesis is reasonable.According to the results of the hypothesis, the final evaluation form of the validity related to English teacher talk is constructed. Afterwards with the teachers of a key senior high school, the author uses this form to analyze the English teacher talk, simultaneously conducting questionnaires on the students, at last comparing the results of the classroom observation and the students’evaluation. The results are as follows:in English classroom teaching, there still exists low quality English teacher talk which covers the establishment of the single teaching situation, the lack of true teaching material, the unity of teacher’ feedback, the insufficient guidable evaluation of the teachers, the shortage of communicative rectified strategies and the deficiency of various interaction between teachers and students. On the basis of the deep analysis of the above problems, the author concludes the efficient factors of English Teacher Talk of Senior High schools:authenticity, pertinency, logicality, normalization, motivation and patency, thus raising the optimized strategies and suggestions of English Teacher Talk:Firstly, to design elaborative classroom utterance, improving its comprehensiveness; Secondly, to plan smart classroom questions, enhancing its patency; Finally, to establishing ecologic atmosphere, arousing and motivating the students to construct new knowledge initiatively.Finally, the author makes a summary of this research, besides sating the innovative points of it which are on unique research perspective, classical research examples, practical research results and exoteric research extensionality. Possessing good reliability and validity, this evaluating indicator system is an effective tool that can be used by senior high school teachers for self assessment and other teachers’ classroom evaluation. Meanwhile, the research limitation, improving its scientificalness and expanding its range of application also exists. According to the above shortage, the future research plan has been established:firstly, to perfect each index of this rating form; secondly, to test and verify the research results in large scope; thirdly, to prolongate the intension and extension of validity study.