Analysis And Research On The Discourse Of Classroom Teaching In Primary School English Stories

The new English teaching textbooks have been used in Jiangsu from 2012.And as it,English teaching mode in primary school has changed from dialogue teaching mode to story teaching mode.In this teaching material,the main new language points are presented at the beginning of each unit by the texts and pictures through the story time,which is the most important part in each unit.With the use and promotion of new teaching textbooks,the story teaching has got more and more attention of the first-tier teachers.And the classroom discourse is the most important tool and means the teachers use in the classroom teaching.Teachers carry out the classroom teaching through the classroom discourse,which,to some extent,reflects their teaching and education ideas.So far,although there is a lot of study about the classroom discourse or teacher's talk,the discourse about the English story teaching is relatively scarce.This study is based on the theory of second language acquisition,with the method of literature research and the classroom observation.The writer has observed 15 story time open lessons(JS open lessons)of Grade 5 and Grade 6 online in Jiangsu Oxford English teaching and research website,and 3 daily lessons of Changzhou M primary school(M daily lessons).And the-writer transferred them into text materials,so as to obtain the direct materials relating to the classroom discourse,then do analysis and research on the basis of it.This article analyzes the features of the primary English classroom discourse in the story time class,mainly from the following five parts,such as the time allocation,amount of talks,dispose of language,classroom questioning form and types and the classroom discourse structure,then find that:1.In JS open lessons,16%of the time is for pre-reading,54%is for while-reading and 30%is for post-reading.While,in the M daily lessons,the time of 3 parts respectively is 24%,64%and 12%.2?In JS open lessons,Teacher's talk time is higher than students' talk time,up to 50%.And in M daily lessons,the time of teacher's talk and students' talk is 35%and 48%.In class,teachers properly use electronic media to increase students' interest.3.Teachers deal with about 23%and 38%of new language points on average in pre-reading time in JS open lessons and M daily lessons respectively.They mainly handle them in while-reading,up to 50%,and ignore some easily-understood words.4.Display questions accounted for more than 70%of total questions,and reference questions are used seldomly.Teachers can use some strategies such as detailed inquiry,repeat and so on.Questions are mainly given by teachers.5?Most classroom discourse structure is IRF structure.And TS,TST and TSTST are the main communication modes which are controlled by teachers.The article is written in order to make the first-tier primary English teachers focus on the usage of their classroom discourse and know better about its actual situation,so as to improve the quality of our teaching.So teachers have to allocate the time of each section reasonably.Teachers have to control the amount of their own words and give students as more opportunities as possible.Teachers have to handle the new language points appropriately and in time,and explain them in the process of reading.Teachers have to use more referential questions to communicate with students in real situation,to activate students' thinking and cultivate students' ability to ask questions.Teachers have to reduce the control of the class,and make students initiate the move.