A Comparative Analysis Of English Classroom Discourse Between Expert And Novice Teachers In No.2 Senior Middle School Of Kashi District

The use of English classroom' discourse has attracted the attention of domestic researchers,because the English used in the classroom in Chinese context has a special function.In the current teaching and learning process,English education researchers often encourage English teachers to use English as much as possible in class to increase students' input in order to enable students to learn and understand better.Therefore,English is both the medium and the main means of teaching.On the one hand,teachers organize classroom teaching activities through English discourse.On the other hand,classroom discourse also has the role of language demonstration.Through the study of classroom discourse,we can understand the actual teaching situation of teachers in the classroom,which is not only helpful for teachers to discover their own problems,but also conducive to raising teachers' competitive consciousness.And it can promote the professional development of teachers' team.However,the study of classroom discourse cannot be limited to teachers' own discourse,but also needs to pay attention to students' understanding,feedback and evaluation in the teaching process.By combing the literature,the author finds that researchers' attention to the classroom teachers' discourse has shifted from quantitative to qualitative research.That is,from reducing the number of teachers talking to paying attention to the quality of teacher' discourse in the classroom.The research of discourse is mainly analyzed from two perspectives.The first is the perspective of linguistics.It mainly analyzes the speech speed and the characteristics of sounds,vocabulary and syntax.The secondly is the perspective of language teaching.It focuses on the teachers' questions,feedback,interpretation,repetition,and classroom instructions.This also includes a comparative analysis of expert and novice teachers.However,most of studies focus on the analysis of function and frequency of classroom discourse.Analysis from these two aspects alone cannot have a direct effect on front-line teachers.And they are also impossible to analyze whether the language used by teachers is effective or not.So based on the perspectives of linguistics and language teaching,this study adds an analysis of the actual case in the classroom.Through the theoretical characteristics of classroom discourse analysis of the two actual English classroom effects,it is hoped that it will play a role of throwing stones in the follow-up study of classroom discourse.Based on the input hypothesis,the output hypothesis,the interactive hypothesis under the theory of second language acquisition and the discourse analysis theory,the author observes the interaction between teachers and students,and the effect of students learning,and trys to analyze similarities and differences of expert and novice teachers to explore the effect of the actual use ofteachers' discourse and promote the professional development of teachers.This study is based on the five dimensions of the authenticity,interaction,logicality,normalization and nonverbal communication of teachers' classroom discourse.It is necessary to analyze whether the expert teachers are superior to the novice teachers and in what ways are they better than novices? If there is a shortage of expert teachers,what are the specific shortcomings? In the study,two expert teachers and two novice teachers were selected as research objects,using classroom records and observations,interviews,questionnaires and case analysis as research tools.And paraphrase and analyze the classroom discourse.At the same time,according to the interview and the real situation in the classroom,the author prepares a questionnaire that the reliability and validity were tested to investigate the students' current situation.According to the survey,120 students from the four teachers were sent out and 120 valid questionnaires were collected.Through comparative analysis,the author concludes that among the five dimensions of classroom discourse research,the differences between expert teachers and novice teachers are very significant.1.Experts are better at mobilizing students in real situations than novices.2.They pay more attention to understanding the students' learning and take the initiative to communicate with the students.3.In the classroom teaching,the logicality is clear and the gradation is distinct,and the expert teachers are good at listening and guiding the students.4.Experts' classroom discourse is refined,accurate,standardized,and appropriate,which is deeply loved by the students.5.They are better at mobilizing their body language to attract students' attention.The classroom atmosphere is strong,and the teaching effect is better.In contrast,novice teachers pay little attention to classroom discourse,and they often ignore the interaction between teachers and students,and the methods of classroom management.They have less ability to cope with emergencies.At the end of the thesis,the following suggestions are put forward: 1.Teachers should pay attention to the real situations of teaching and guide students actively.2.Teachers should focus on the development of students' communicative competence and increase the interaction between teachers and students.3.Teachers should have a thorough understanding of teaching materials and master teaching methods.4.Teachers should understand English and American cultural background as much as possible and be close to actual cultural exchanges.5.Teachers should learn to use natural expressions of various nonverbal forms.