Analysis Over A Case Study Of English Teacher’s Discourse In High School

Teacher’s discourse is the main source of target language input that the students can obtainand try to imitate. In second language teaching and learning, teacher’s discourse is the mostimportant language environment, and functions as a role model. Students understand teacher’sinterpretation of the teaching content and teaching mode of thinking through teacher’s discourse.Teacher’s discourse has great significance on language knowledge teaching and classroommanagement. It also can promote the process of second language teaching. Research on teachertalk can not only help us to further understand the real situation of classroom teaching, but also canprovide constructive advice for how to guide the students to participate actively in the classroomactivities; how to create chances for the students to exchange information, express the thought; andhow to promote the language acquisition through interaction and meaning negotiation.This research mainly chooses high school English classroom as background and the discourseof senior high school English teachers as the goal. The main parts of the analysis of data are fourdimensions including classroom control, questioning, mediation and feedback. Classroom controlwill be discussed from two aspects about instruction language and explanation language.Classroom questioning discusses the types and forms of questions. Classroom discourse mediationtalk about the meaning construction and interaction adjustment. Classroom feedback is discussedfrom the types and forms of feedback. This study will examine the effects of classroom discoursefactors on language learning summarize the characteristics of novice and experienced teachers, andcompare and analyze commonness and individuality of them. The research will interview theseteachers, and finally put forward some suggestions and opinions.According to the research results, through teacher talk, we shall establish a good atmospherein the classroom. Classroom teaching should be based on students. The types and forms of teacherquestioning should be appropriate and reasonable. We should use the interactive adjustmentflexibly and actively put forward various feedback.