A Study On Pre-service English Teachers' Interactive Discourse In Class

With the development of the globalization, China has become closer to other countries than ever before.English as one of the world's main language, has played a very important role, so it is necessary for people to improve people's English communication ability. Therefore, in teaching English as a second foreign language, much attention should be paid to the improvement of students'ability to communicate. Unlike native speakers, Chinese students mainly learn English from classroom. That means the English teachers' discourse is the main source of target language input for learners of English as a second foreign language. Thus, English teachers' classroom discourse has gradually received extensive attention of the researchers at home and abroad. More and more observations and investigations have been conveyed by them. In the process of reading literature, the author found that most of these studies focused on teachers'questions, feedback, discourse amount, and their interaction with students. What's more, most of these researches were only concerned with those experienced in-service English teachers, but the pre-service English teachers are rarely involved. In the author's opinion, teachers'questions and feedback are not only the main source of students' target language input, but also the main power to promote students' target language output.Therefore,, it is essential to make a study on how to train teachers' discourse ability during their pre-service period. As the fresh blood of future teaching team, those new English teachers need training to improve their discourse ability, so that their classroom discourse will directly affect their students' English communication ability.Therefore, through the corresponding data collection and analysis, the author found that the pre-service English teachers have some common deficiencies in their interaction discourse, mainly including the overabundance of display questions, the excessive concentration of question object, the insufficiency of question waiting time, and the over-simple feedback.But in the meantime, there are also some relative merits in their interactive discourse, which is mainly embodied in the Humanistic care of their feedback in class. On this basis, the author put forward the corresponding teaching Suggestions, which will result in the improvement of pre-service teachers' interactive discourse and students' English level in our country.