A Functional Analysis Of Overseas Trained Senior High School English Teachers' Interactive Discourse

The overseas trained teachers,as a special group,are the object of the research and there are two questions that I want to find out in this research:(1)What are the functions of overseas trained senior high school English teachers' interactive discourse from the perspective of functional analysis?(2)What are the influence factors of overseas trained senior high school English teachers' interactive discourse?This research use discourse analysis theory and interactive hypothesis to study the functions of overseas trained senior high school English teachers' interactive discourse with questionnaire,interview and classroom observation and study it from these functions including knowledge explaining,scaffolding,negotiation of meaning and providing feedback.And use interview to explore the influence factors of overseas trained senior high school English teachers' interactive discourse.From a series of dates,some functions of teachers' interactive discourse can be found as follows:(1)teacher's leading-in language is short and brief;(2)there are still a large number of teacher talk;(3)teachers use a small number of native language;(4)teachers use more display questions than referential questions;(5)teachers are more prefer to use comprehension checks;(8)teachers use more positive feedback than negative feedback;(9)“short and simple praise” is the highest proportion in positive feedback;(10)when they use negative feedback,they are more inclined to use “guide to self-repair”.There are many factors that can influence the functions of teachers' interactive discourse.Such as teachers' awareness about teaching attitude,culture,knowledge explaining,eliciting and lead-in,types and reformulation of questions,negotiation of meaning and providing feedback.In addition,there are other factors such as class size,students' language level,cultural background,learning aims,class type and limited class time.