Classroom Roles Construction Of Junior Middle School English Teacher Through Classroom Discourse

In English teaching,teacher’s classroom discourse is the language used by teachers in various classroom activities,and it is also an important means for teachers to play their roles in class.In the Chinese-speaking environment of China,the classroom is regarded as a key channel for students to learn and use English,so teacher’s discourse in class plays an important role in English teaching.The classroom discourse and the classroom behavior of teachers are closely related and embody the teachers’ education concept and recognition of their roles.Therefore,it is necessary to carry out the related research.Through the research of classroom discourse of English teachers in junior middle school,on the basis of abundant classroom observations,after-class interviews and questionnaire survey,by using Fairclough’s Three-dimensional Discourse Model and Social-cultural Theory which derives from Vygotsky’s theory of psychological development,this thesis analyzes the process of constructing English teachers’ roles by the classroom discourse,to comprehensively present the characteristics of English teachers’ classroom discourse and the teachers’ roles constructed by the classroom discourse in junior middle school.Because of the intermediary and dynamic nature of the classroom discourse,the teachers’ roles in the classroom are not invariable.In complex teaching situations,the teachers’ roles can be defined to be imparters,promoters,consultants and organizers according to the different functions which the roles reflect.Classroom observations and after-class interviews reflect the current situation of English teachers’ classroom discourse.Meanwhile,questionnaire survey reveals the construction process of four types of teachers’ roles mentioned above from the perspective of students.The research findings show that English teachers in junior middle school constantly adjust and redefine their roles in classroom teaching.The teachers’ roles evolve from static state to dynamic state and from a single type to diversification.Through the classroom discourse,teachers convey the cordial,trustful,respectful emotional information to students,and create equal,democratic and harmonious atmosphere of dialogue.At the same time,teachers should enhance students’ self-awareness,cultural awareness and intercultural communication ability,and promote the development of students’ socialization.Through Fairclough’s Three-dimensional Discourse Model,to research teachers’ roles from the new perspective of teachers’ classroom discourse based on the actual classroom situations,aims to help teachers to reflect on the quality of their classroom discourse in time,so as to achieve the objective of guiding their teaching practice and optimizing their teaching effect.