A Comparative Study Of English Class Discourse Of Novice Teachers And Expert Teachers In Senior Middle School

With the new English curriculum reform in full swing,it is no doubt that class discourse is playing an increasingly important role in improving students' language acquisition,comprehensive language application ability,thinking and creation.The proposal and implement of dialogue in English teaching is provided as a carrier of speech interaction,knowledge comprehension,ideological communication,culture awareness and affective interaction.However,novice teachers are in the initial period of teaching,with plenty of problems in the implement of class discourse,such as the not inspired questions,single teachers' feedback,failing turn-taking,depressive dialogue environment,etc.All of these lead to losing efficacy of discourse between teachers and students as well as depriving of students' language acquisition,as a result of damaging English class teaching.Based on dialogue teaching theory,second language acquisition theory,discourse analysis theory,and teacher professional development theory,the paper compares and analyzes senior middle school class discourse by novice teachers and expert teachers from the perspective from dialogue teaching.Through observation of English class in Grade 2 from L Senior Middle School,N City and combining with interview with the four teachers as researcher subjects and their students,this paper adopts case analysis as its research method to discover the problems of novice teachers' English class dialogue and explore the effective suggestions in senior middle school.This paper is divided into three parts:The first part is chapter one,two and three.They are the theoretical basis of this paper.Chapter one mainly introduces the research background,objective and significance,research methods and core concept identification.Chapter two presents some relative researches of English class dialogue and novice teachers' professional development at home and abroad,including the connotation and model of dialogue teaching,identification of novice teachers,the connotation and model of teacher professional development as well as comparative researches between novice teachers and expert teachers.Chapter three is the theoretical basis.Dialogue teaching theory,second language acquisition theory,discourse analysis theory,and teacher professional development theory provide a solid basis for the research.The second part is chapter four and five,which are the main idea of the paper.Chapter four is research design.First,it confirms the research problems and subjects,collect data with classroom observation and interview,then figures out the research framework to analyze the difference of classroom discourse of teacher question,feedback,turn-taking and discourse environment between two types of teachers in the form of case studies.Lastly draws a conclusion from the previous research.Chapter five is suggestions,in which researcher puts forward to the strategies.The third part is the conclusion of this paper,proposing the shortcoming and prospect of the implementation of dialogue in English class.The research aims to compare and analyze the difference of classroom discourse by novice teachers and expert teachers in senior middle school,hopes to help novice teachers to conduct class discourse so as to supply thinking and direction for the novice teachers' professional development.