The Validity Of English Teachers' Teaching Discourse In Junior Middle School English Class

In this paper, the English teachers' classroom discourse works as the object of study.Through the assessment to domestic and foreign research, I select junior high school,which is relatively involved less in current research, as the phase of study. This paper divides the validity of English teachers' classroom discourse into three dimensions -language features, functional characteristics, interactive features, and the characteristics of those three dimensions will be respectively analyzed. This paper makes the use of scale to observe the practical teaching procedure, and try to investigate the current situation of the validity of the English teachers' classroom discourse. It is revealed that the inefficiency of the English teachers' classroom discourse in junior high school is mainly lies in the dimension of interactive features, which is summarized as the monologue character of the English teachers' classroom discourse. By analyzing the influence and the reason of the dilemma, this paper puts forward the strategies of improving the effectiveness of the English teacher classroom discourse.The writing of this thesis is divided into five parts:In the introduction part, the paper points out the three reasons of the topic,expounds the research objectives, and then summarizes the shortcomings of the research on the study of the English teachers' classroom discourse at home and abroad to come up with the innovation of this research.In the first part, this paper first explains the connotation of the English teachers'classroom discourse, dividing the English teachers' classroom discourse into "the functional language", "the instructional language" and "the interactive language",building up three functions of it, which is to display the target language, organize the teaching activity and stimulate the classroom interaction. This paper selects constructivist learning theory, comprehensible input hypothesis theory, interactive hypothesis theory and comprehensible output hypothesis theory as the theoretical foundation of English teachers'classroom discourse.In the second part, this paper analyzes the characteristics of validity of English teachers' classroom discourse from the three dimensions of linguistic features, functional features and interactive features. The linguistic features refer to the display of "the target language", including comprehension, authenticity, logic, normality and regression. The functional features refer to the arrangement of classroom, including the teaching function,communication function and feedback function. The interactive features refer to the stimulate of students' speaking practice, including the balance of teachers' and students'speaking quantity, the problematic question to stimulate students to express more language,the emphasis of the negotiation of meaning to boost more communication.In the third part, this paper chooses 8 junior middle school English lessons as the research objects, making use of the two scales to precede the observation, investigating the current situation of junior high school English teachers' classroom discourse, revealing the existence "inefficiency" of the English teachers' classroom discourse,which lies in the third dimension. This paper respectively analyzes its inefficiencies, including the quantities of teachers' and students' discourse, the type, the way, the direction of question,the waiting time before student answering. The questioning strategy, the negotiation of meaning and the mode of feedback are involved in this kind of matter. As for the reason of the inefficiency, this paper summarizes it into three points: the teaching idea, the process of teaching and evaluation of teaching.In the fourth part, through the investigation and analysis, this paper tries to put forward the strategies of improving the effectiveness of English teachers' classroom discourse in junior middle schools. Teachers should fully prescribe classroom discourse to ensure the effectively of students' language input. Teachers learn to listen and give students enough opportunities to practice their ability. Teachers and students should carry out cooperative dialogue and stimulate the generation of students' language. Teachers should continue to learn to enhance the richness of their own language. Teachers should learn with their peers to jointly enhance the effectiveness of teaching discourse.