Research On The Current Situation Of The Communicative Degree In The Teacher Classroom Discourse In The Middle School And Its Suggestions

With the coming of the age of Internet, people from different areas exchange information more and more frequently. So English as an international language has gained attention of the national education reform. For China, Chinese educational ministry has issued a new “English Curriculum Standard of Full-time Compulsory Education” in 2011. Compared with the version of 2001, it highlights the communicative English teaching more, which is more adaptable to the trend of the age. Based on this background, this paper will study the present situation and problems of English teachers’ classroom discourse in the middle school and then put forward the measures in order to change the phenomenon of “dumb English” in teaching.This paper uses different research methods, literature analysis, questionnaire survey method, field survey method and interview method involved. First, literature analysis is used to acknowledge the research achievement and and research development trend. Second, try to learn the present situation of English teachers’ classroom discourse in middle school through questionaire survey and then explore the exist key problems together with reasons in it. And further discuss the communicative degree of English teachers’ classroom discourse from the perspective of the quantity of teacher talk, classroom questioning, the structure of the session,meanning negotiation and feedback. Through field survey, the prombles are exposed:the quantity of teachers’ talk is much more than students’; display questions are excessive; the questions’ waiting time is far too little; the structures of IRF session are used too frequently; confirmation checks and clarification requests are adopted too little and the feedbacks are monotonous and superficial. At last, interview the related front-line teachers’ cognition and idea in order to expand the research angle.All empirical results above use “AAP”theoretical framework to analyze. And on basis of it, come out the resons of the present situation, mainly discuss from teachers,students and society three aspects. For teachers, the reasons include lack of cognitiontowards intercommunication and its importance, old teaching idea, low faculty of language, lacked communicative teaching ability and attraction of communicative discourse. For students, the reasons include lack of cognition which is the same with the teachers and also the initiative of communication. For society, the reasons are: the teaching achievement evaluation has shortcomings and it is also short of the related exchange platform. On account of these reasons, the paper puts forward the countermeasures: teachers should improve quality of classroom communication discourse and practical teaching ability; students must take active part in and fully experience such communicative class; schools and educational establishments need build related mechanism to promote communicative degree of classroom discourse.