Comparative Study Of Novice And The Expert Teacher’s Verbal Behavior In English Class Of Senior High School Based On FIAS

With the constant advance of the new curriculum reform, many scholars appeal to concentrating on theclassroom and reconstructing classroom to change the dull and boring situation of the present English class.They call for active and effective interaction between teachers and students in high school English classes anddevelop together in order to achieve the classroom dynamic generation. Teacher’s classroom verbal behaviors arethe important part of classroom teaching. Whether the teacher’s behavior is reasonable and effective affectsteaching quality directly. It is a key to good or bad teaching.In China, most of the researches on classroom teaching behaviors are qualitative. This research built ananalytical framework of teacher verbal behavior which focused on quantization and details and used theresearcher instrument FIAS (Flanders Interaction Analysis System) to analyze the classroom verbal behaviorsbetween the novice teacher and expert teacher in terms of discourse quantity, teacher’s inclination, classroomatmosphere and teaching pattern.By recording two teachers’ classroom teaching videotapes of one school in DingXi city, the researcherencoded the written text transferred from the videotapes, adopted FIAS (Flanders Verbal Interaction AnalysisSystem), analyzed the data and chart and drew the following conclusions:Expert teacher’s classroom teaching is dominated by teacher language. In the classroom teaching, expertteachers are good at mobilizing students’ learning enthusiasm.Expert teachers pay more attention to students in the classroom teaching and emphasize more on student’sunderstanding of knowledge. Expert teachers also are good at using the classroom to generate teaching resources,cultivate the inquisitiveness awareness, and value students’ answers fully. Classroom atmosphere is moreharmonious.Expert teachers mainly impart students’ indirect impact and positive impact is on the dominant. Languageutilization is higher in the classroom teaching and the emotional atmosphere with students is more cordial.Expert teachers’ classroom teaching is based on the model (exploration-creation). Teacher-studentinteraction circle consists of several parts:“teachers accepting the student’s point of view and developing theclassroom teaching---students taking the initiative to express their point of view---teachers accepting studentspoint again...” while novice teachers’ classroom teaching is mainly formed by teaching---training mode.Interaction circle between teachers and students is composed of parts:“teacher asking questions---studentsanswering the questions---teachers raising questions again......” Novice teachers pay more attention to the subject knowledge itself and are not good at using the classroom to generate resources. They always focus onwhether the task of teaching is completed in accordance with the original plan. Teachers’ attention to students isnot enough, neither is timely feedback.In this study, there inevitably existed the shortcomings, mainly due to the inconvenience of the subjects andsome facing difficulties. The questionnaire and the interview did not get involved. However, as an exploratoryempirical research, this study investigated differences of teachers’ classroom teaching behavior between noviceand expert teachers in the perspective of teacher’s professional development. The study had some implicationsfor teacher education and development of pre-service teachers and in-service teachers.