| Since Harris proposed discourse analysis in the early 1950 s,and then those discourse analysts have proposed a variety of discourse analysis theories and methods around the world(Zhu Yongsheng 2007).In 1996,Kress van Leeuwen's visual grammar became a landmark in multimodal discourse analysis.With the development of society,more and more English teachers are aware of the importance of classroom multimodality.As a result,there is still a lack of research on multimodal discourse in high school Ehgish classrooms.In the past decade,multi-modal discourse analysis is a new way of discourse analysis that is active in the Western countries.Multimodal discourse analysis depends on Halliday's theory of systemic functional linguistics.Teacher discourse is a significant means of regulating the behavior of learners and is also the main methods to learners inputting important information.Teacher discourse has a great influence on the learner's learning process and daily teaching process.Multimedia courseware can be effective integration of auditory and visual resources;it has become one of the most widespread classroom teaching aids.To some extent,teachers' discourse has a certain degree of significance,most scholars have conducted theoretical or empirical research on teacher discourse teacher's discourse,teacher's questioning methods,teacher's classroom feedback,and teacher's classroom discourse adjustments at home and abroad.Those research have common emphasis on the language of teacher discourse.Although discourse is the primary form of teacher teaching.It is not the only form,each discourses begin to show multimodality,which is also the focus of current discourse analysis.Multimodal discourse analysis can help teachers rethink their role in classroom teaching andprovide reference for teachers to think about how to build effective knowledge.The researchers attach more importance on analyze the difference of classroom discourse between expert teachers and novice teachers.The English teachers is to discover the current situation of teacher discourse and find classroom discourses that are conducive to students' language acquisition in middle school,thus providing a strong basis for the need to improve teacher discourse in the new curriculum reforms,and improving teacher discourse at the same time,and providing suggestion and enlightenment for teachers to improve the quality of foreign language teaching.This study is mainly based on Halliday's System function language theory.At the same time,the empirical research is mainly conducted in Experimental Middle school of Dianjiang Chongqing.The research methods adopted in the present study are questionnaire and class observation.In this paper,we use qualitative method and quantitative method to explain the following problems: This study explores the following two questions:(1)What are the discourse characteristics of novice and expert teachers in senior high schools from the perspective of teachers' multimodal discourse?(2)What are the differences in the discourse characteristics of novice and expert teachers in senior high school from the perspective of teachers' multimodal discourse?The result shows that(1)In the classroom teacher discourse,expert teachers occupy less time than novice teachers;(2)The intelligibility of discourse planning is better than novice teachers;(3)The expert teacher pays more attention to referential question than novice teachers;(4)The expert teacher pays more attention to language use than novice teacher.There are still many inadequacies in this research.For instance,on account of the practical difficulties,and the survey respondents are restricted to a limited numberof teachers,and the methods used to obtain the data are not perfect enough.Nevertheless,after this analysis,the novice teachers can use more modality in their daily teaching.They use more multimodal way help students to better learn and absorb new knowledge,also help novice teacher more developments means in classroom discourse. |
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