A Comparative Study Of Classroom Discourse Between Novice Teachers And Experienced Teachers In English Classroom Of Shanghai Primary School

Generally speaking,for most English learners in our country,they learn and speak English just in the classroom.English is the language for teachers to organize the classroom and the target language for the students to learn as well in the classroom.It is obvious that the condition of the classroom discourse plays an important role in students' English learning.In order to get to know more about the condition of the classroom discourse,the writer reads and collects some papers about classroom discourse.Then she takes novice teachers and experienced teachers in one school as subjects,writing down and analyzing their classroom discourse by classroom observation.This thesis makes a comparative research between these kinds of teachers.It is based on Krashen's Input Hypothesis,Swain's Output Hypothesis,Long's Interaction Hypothesis and Discourse Analysis Theory.The thesis focuses on three aspects of English classroom discourse in class: the ways of questioning,the feedback from teachers and the classroom discourse for connection and transition.Here are three questions to study about this thesis.First,are there any differences between novice teachers and experienced teachers in questioning when they teach in the classroom? Second,are there any differences between novice teachers and experienced teachers in feedback when a student has given his or her answers? Third,are there any differences between novice teachers and experienced teachers in connection and transition when they organize the class?According to the data and the cases,the writer finds that there are some features between novice teachers and experienced teachers:(1)The ways of questioning.Most novice teachers and experienced teachers prefer to use wh-questions.Most experienced teachers would use referential questions when they raise a question.(2)The feedback from teachers.Some of the novice teachers would like to use positive feedback that only contains one or two simple assessments,while some of the experienced teachers would ask more questions about the topic if a student has given his or her answers.(3)The classroom discourse for connection and transition.Most of the novice teachers unconsciously use some oral words,like OK when they organize the class.Some of the experienced teachers can't use classroom discourse correctly or properly,either.In a word,the writer hopes that the research may help English teachers in primary schools get to know more about their classroom discourse and try to improve their own language by questioning properly,giving specific feedback and using proper words for connection when they are teaching in the classroom.