A Comparative Study Of Teacher Talk Between Expert Teachers And Novice Teachers In Senior High School

Teachers use words to express themselves and also pass on knowledge to students in English class.Teacher talk is not only a way to observe teaching processes and teaching methods,but also a way to reflect teachers' teaching ideas.At present,the contrastive studies of teacher talk mainly focus on the function and frequency.This thesis attempts to compare the similarities and differences between expert teachers and novice teachers' teacher talk in senior high school under Professor Cheng's research on discourse analysis,which includes analyze teacher talk in context-based,interactive,logical and formal way,namely authenticity,interactivity,logicality and normativity of teacher talk in English classroom.This thesis did a research on the present situations of expert teachers and novice teachers in three public senior high schools in XinJiang county.The author made five mouths observation on 5 expert teachers and 5 novice teachers during the internship,and selected three reading classes of each teacher randomly as analysis materials.In addition,based on the theories of comprehensible input and output hypothesis,interaction hypothesis and discourse analysis,the author analyzes teacher talk of expert teachers and novice teachers by using the basic methods which include questionnaire,classroom record and observation to explore the following three questions:1.What is the perception of novice teachers and expert teachers on English teacher talk in XinJiang county?2.What are the features of novice teachers' teacher talk in terms of authenticity,interactivity,logicality and normativity?3.What are the features of expert teachers' teacher talk in terms of authenticity,interactivity,logicality and normativity?By questionnaire,the author found that the two types of teachers pay more attention to teacher talk in class and their attitudes toward interactivity,logicality and normativity of teacher talk are similar.But there are some different perceptions in authenticity,expert teachers think that students should be asked referential questions and pay attention to both the content and accuracy of students' answers,while only 40 percent of novice teachers agree with that.Novice teachers tend to choose display questions and focus on the form of students' answer.After comparative analysis of classroom record,the specific findings are presented as follows.In terms of authenticity,the two types of teachers pay close attention to the linguistic authenticity.But for situational authenticity,expert teachers are better at setting real scene for students and asking more referential questions which give students more opportunities to communicate based on reality,while novice teachers are easily to ignore the practicability of the language.For interactivity,in classroom participation,novice teachers do better in conversational language but the effects are not significant.While expert teachers are better at information communication,meaning construction and the relationship between teachers and students.In the process of interacting,expert teachers are better at communicating with students through various kinds of interactive activities,while novice teachers pay more attention to their own teaching procedures.As for logicality,expert teachers' teacher talk is more logical than novice teachers.In normativity,both expert teachers and novice teachers can provide students with standard language in class.However,expert teachers' directive verbs in classroom are more clearly and operable.In addition,both of them need to pay more attention to present more native language for students.Based on the comparison and analysis of classroom teacher talk between English expert teachers and novice teachers in senior high school,the author found some problems and gave some suggestions.