Research On Teachers’ Generative Language In Middle School English Classroom

This research is based on theories of second language acquisition, classroom interaction, and the zone of proximal development. It regards the reform of English teaching in high school classroom as the background. The object of the research is the teaching language of three English teachers in the high school. The materials and data have been collected by recordings and interviewing. The study sets out to describe the distribution of the teachers’ generative language in different phases of classroom teaching, the effect of generative language on students’ learning affection. Results of the research show that English teachers’ generative questions and feedback discourse are of great influence on learners’ affection and learning:(1)Teachers’ unplanned questions not only can be used to attract learners’ interest, but also guide students to think over the questions deeply. Learners can get a sense of achievement by teachers’ questions to their answers, which will increase the learners’ confidence of learning English and promote their language acquisition.(2) Teachers’ active feedback discourse not only can protect students’ self-esteem, but also can create harmonious classroom atmosphere. The forms of teachers’ feedback determine whether students have more opportunities to input and output the language, which tend to influence the result of students’ learning English, and teachers’ different feedbacks will lead to students’ different learning results. The research shows that unplanned questions take place when teachers & students face the genuine information gap, which tends to promote more comprehensive input into & output out of students. Meanwhile, the study delves into English teachers’ classroom language in order to reveal the interrelationship between teachers’ background and their classroom generative language, which can provide methods for developing the teachers’ teaching wit and students’ comprehensive language skills.