A Contrastive Study Of Teachers' Classroom Discourse Between Novice And Experienced English Teachers In Senior High School

As communication and trades have increased between other foreign countries and China,the government is attaching great importance to English language teaching.The National English Curriculum Standard deems it extremely important to promote the comprehensive language ability of the students.Hence,as one of the vital parts in foreign language research,more and more researchers are attaching their attention to the area of classroom study.Discourse analysis is a vital study part of the classroom study.By studying teachers' classroom discourse not only can novice teachers be provided with better teaching guidance,but also experienced teachers can improve their teaching methods.At the same time,it is related to the cultivation of students' language expression ability.Therefore,the research questions of the thesis are as follows:1)What differences that may exist between novice teachers and experienced teachers in the quantity of classroom discourse,teacher questions,teacher feedback and interactional modification?2)What are the possible factors that cause the differences between novice teachers and experienced teachers in terms of teachers' classroom discourse?In order to find out the research results,the author randomly selected six participants,three novice teachers and three experienced teachers,all of whom are English teachers from Xi'an Tieyi Binhe Middle School in Grade one to participate in the study.There are two instruments utilized in the study including video transcription and interview.Besides,the author will use SPSS 19.0 to analyze the collected data.According to the results discussion,we can find that there is no significance in the quantity of teachers' classroom discourse while there is indeed a significant difference in teacher questions,teacher feedback and interactional modification between novice teachers and experienced teachers.The factors that cause differences in teachers'classroom discourse are concerned with different teaching philosophies,different teaching experience and different teaching methods.Depending on the research results,there are several implications for teachers.First,teachers should encourage students to increase the students' quantity talk.On the premise of the quantity of the teachers' discourse,teachers should give many more chances to students to output their opinions and promote the language acquisition of the learners.For teacher questions,teachers should provide more referential questions to let students show their own opinions which can increase the output of students talk and promote their language learning abilities.What's more,teachers should give students more positive feedback rather than negative feedback to inspire their confidence and passion to get involved in the process of English teaching.Last but not the least,teachers should negotiate the meaning and use all manners in interactional modification in order to promote the process of language teaching and have a better communication with students.There are six chapters in the thesis.Chapter one is the introduction part of the study and Chapter two is the part of literature review.Chapter three introduces theoretical foundations related to the study.In Chapter four,the author explains the research questions,research subjects,research instruments and the collection and analysis of the data in detail.What's more,Chapter five is concerned with results and discussion of the study and Chapter six is the conclusion part.