A Study Of Senior Middle School English Teachers' Self-repair Of Classroom Discourse

In senior middle school English classes,teachers' classroom discourse is the main source of students' language input.We often pay much attention to its accuracy,intelligibility and accessibility,which will affect the students' learning.The atmosphere in the classroom will be more harmonious and the relationship between English teacher and students will be better if the teacher can repair his/her own classroom discourse when necessary.Based on Krashen's Comprehensible Input Hypothesis and Long's Interaction Hypothesis,this research selects the Ninth National High School English Teaching Classes as its language research text.At the very beginning,the video is changed into text,and then the text is analyzed and classified in order to answer the following 3 questions:1)The classification of English teachers' self-repair of discourse in senior middle school English classes;2)The top 5 editing terms that are frequently used in the process of teacher's self-repair of classroom discourse in English classes;3)The ratio of different categories of teachers' self-repair of discourse in the whole class.The findings are:1)There are 6 categories of English teachers' self-repair of discourse in senior middle school English classes,they are:accuracy correction,brand-new correction,unobvious correction,repetition,insert correction and continuity correction.2)There are 3 factors in the process of teachers' self-repair of classroom discourse,which are source of the discourse,editing terms and completion discourse.The editing terms play an important part in the process of teachers' self-repair.The top 5 editing terms that are frequently used in the process of teacher's self-repair are "ok","yes","right?","that is to say" and "I mean".3)In the 6 categories of English teachers' self-repair of discourse in senior middle school English classes,the top 2 most commonly used categories are accuracy correction and repetition,and the least commonly used is continuity correction.This research may help more English teachers to realize the existence of the self-repair of classroom discourse.Besides,teachers may get the fact that self-repair is not only an action of changing the mistakes into right ones,but also an action to make the classroom discourse comprehensible and accessible to the students,which includes brand-new correction,unobvious correction,repetition,insert correction and so on.What's more,English teachers will be able to adopt certain appropriate self-repair category to provide a more harmonious atmosphere for students and at the same time make progress in English teaching.