A Comparative Case Study On Teachers' Reaction To Students' Answers In English Reading Classes Between Novice And Experienced Teachers In A Senior High School

Teachers' reaction to students' answers is the last step of the classroom questioning.The quality of teachers' reaction has a great influence on both teaching and learning.Therefore,it is of great teaching significance to explore the differences in the reaction to students' answers between novice teachers and experienced teachers in the same type of class.Based on Behaviorism Learning Theory,Krashen's Input Hypothesis and Affective Filter Hypothesis,the research which takes six high school English teachers as research objects aims to work out several questions by applying research methods like classroom observation,questionnaire and interview.The questions concerned are as follows.Firstly,what are the differences in the reaction to students' answers between novice teachers and experienced teachers in senior high school English reading class?Secondly,what are the causes of these differences?Thirdly,how should the two types of teachers improve their classroom reaction?This research found that in senior high school English reading class,there are significant differences in the reaction to students' answers between novice teachers and experienced teachers.Firstly,on average,the total number of reaction in experienced teachers' classes is more than that of novice teachers.Secondly,in these reading classes,experienced teachers use a lot of positive reaction methods like repeating meaningfully,guiding students to answers and far less negative reaction methods like repeating mechanically and answering for students while novice teachers' reaction methods are the opposite.Thirdly,in the use of the neutral reaction methods,experienced teachers are much more aware of protecting students'self-esteem and helping them build self-confidence than novice teachers.Fourthly,by expressing gratitude,experienced teachers create a classroom atmosphere that is more democratic,equal,respectful and active than that of novice teachers.In order to improve the teaching efficiency and promote the professional development of both novice and experienced teachers,the research puts forward some suggestions for them respectively.Therefore,this research has both strong theoretical significance and practical value.