A Comparative Analysis Of The Teachers' Classroom Discourse Between Expert And Novice Teachers In Senior High School

With the new basic English curriculum reformin full swing,the concept and planning of educational reform need to be achieved in the classroom,so that more and more education researchers focus on English classroom teaching.The new curriculum reform also has higher requirements for teachers' professional quality and comprehensive ability.Classroom discourse is the medium and main way of teaching,its quality has an essential impact on both input and output of students' second language acquisition.At present,most of the researches are based on the description of experience and the discussion of theories.There are few comparative researches between novice teachers and expert teachers which from the perspective of the new economic principles of speech allocation,especially in senior high school.Therefore,it has both theoretical and practical significance to explore the optimization of English teachers' classroom speech allocation in senior high school.In this three months empirical research,classroom observation,interviews,questionnaires and other research methods are adopted,this thesis tries to discuss the following three questions: 1)What are the differences between expert teachers and novice teachers in the use of classroom discourse? 2)How do the students evaluate their teachers' classroom discourse? 3)What are the factors that affect novice teachers' classroom discourse to get an optimal allocation?Through the comparative analysis of the classroom discourse implemented by expert teachers and novice teachers in senior high school,which from these five aspects: teachers' discourse quality,new knowledge presentation,moral education,students' evaluations and teachers' cognitive characteristics.Finally,this thesis gets the following implications: 1)Compared to novice teachers,expert teachers have a higher discourse quality as well as follow the new economic principles of speech allocation.2)Students think highly of the expert teachers' teaching.Students are more inclined to a democratic and active classroom atmosphere.The novice teachers are inclined to finish thier teaching tasks,so that students couldn't digest the knowledge they've learned in class completely,which made students learn passively.3)There aremany factors that affect novice teachers' discourse to get optimized,such as classroom discourse sensitivity,teacher-student relationship,teaching reflection and relevant teaching skills training.Aiming at solving the above problems,the author puts forward the following suggestions: novice teachers should strengthen their training on the use of classroom discourse to reinforce their professional quality;novice teachers should pay more attention to establishing a mutual,harmonious,democratic and equal teacher-students relationship,so that students could participate in classroom interaction more active;novice teachers should reflect on their teaching after class,which could promote thier professional development.Last but not least,novice teachers should participate in relevant teaching skills training,thereby improving their teaching level and professional quality continuously.In a word,English teachers' discourse has a great influence on teaching quality as well as the improvement of students' English level.If teachers follow the new economic principle of speech allocation when they teach,they can optimize the allocation to improve students' English output quality.Finally,because of the limitations of subjective and objective conditions,there are some deficiencies in this study.In particular,the limited number of samples affects the research effectiveness to some extent.It is suggested that the researches in the future should expand the number of samples as well as improve the results credibility.