Research On The Improvement Of Teachers’ Discourse In The English Classroom Of Senior High School

Teacher’s discourse in class plays multiple roles in English teaching and learning,for it is the medium of instruction discourse, teaching content and the source oflanguage input to the students as well. Both the language competence of an Englishteacher and his classroom discourse behavior greatly influence the students’language acquisition. In addition, whether a teacher can achieve his teaching aimsand a successful classroom interaction with his students has much to do with teachertalk.The subjects involved in this study are two excellent senior high school Englishteachers both of whom won the first prize in the2009Model Lessons Competition ofShanghai and three ordinary young English teachers from senior One to Three whogive three daily lessons. This study made comparisons between the two groups ofteachers in terms of the types of teacher’s questions, the patterns of teacher-studentinteraction，negotiation and the way of teachers’feedback. And also, this study madea questionnaire survey from120senior two students and interviews with some ofthe students and teachers in hope of finding and analyzing the existing problems inthe teachers’ talk in the current high school English classroom. In the last section, thisstudy attempts to provide some references and suggestions about how to improvethe teacher’s discourse reasonably and effectively under the background of the newcurriculum reform so as to enhance the students’ language competence and raise theclassroom instruction efficiency.