English Teacher Talk Research Of Junior High School In The Horizon Of Dialogue Teaching

With the new English curriculum reform in full swing，more and more English educators pay attention tothe classroom teaching. English curriculum standards requests “Based on the development of Students”, andhelp students to improve their comprehensive ability of using language. This requires English teachersimprove the quality of discourse, change the “banking” concept of education, constructing communicativeand interactive classroom. As a new form of teaching, dialogue can provide more opportunities for moreinteraction for teacher and students, promote the dialogue and students’ language acquisition and improveteachers’ professional development. However in current English class, the “dialogue teaching” filled with a lotof false, so the interaction between teachers and students can not really improve students’ language andcommunication skills.The study is based on the theory of language acquisition, discourse analysis theory, social constructivisttheory and dialogue teaching theory, then summed up English teachers talk analytical framework under thedialogue teaching theory:“Equality-Interactivity–Openness-Authenticity-Reflectiveness”. Combined withthe observation, recording, text conversion and other research methods, the author analysis the cases ofteachers talk on English lessons, describing the presence and the problems of English teachers’classroomdiscourse under t dialogue teaching method，and make some reflections on conversational English teachers inclassroom discourse.The thesis can be divided into three parts:the first part is the first, second and third chapters of this thesis,is the theoretical basis of this research. This study focuses on the background of this study; related research inChina and abroad, mainly from the study of language acquisition and pedagogy of classroom discourse;research methods, purpose and value; core definition about dialogue teaching and English teacher classroomdiscourse; theoretical foundation from the language acquisition theory, discourse analysis theory, socialconstructivist theory and dialogue teaching theory.The second part is the fourth and fifth chapters of this thesis,is the main content of the study. Trough the research，the author summarizes the analytical framework ofjunior high school English teacher talk from the perspective of dialogue teaching, for junior high schoolEnglish teachers in classroom discourse doing lesson study, analysis of its causes and draw a conclusion.Thethird part is the seventh chapter, is the conclusion of the study. Based on the case study，the author made somereflections.This study aims to analysis dialogue teaching method of English teachers’ classroom discourse in juniorhigh school, hopes to help educators understand more English dialogue teaching philosophy, resolve some ofthe problems encountered in teaching, and truly implement the concept of teaching into practice.