Analyzing English Teachers' Classroom Discourse In Senior High School

English teachers' classroom discourse is the speech of English teachers when they are organizing and implementing teaching,it includes English and Chinese.The effectiveness of teacher's discourse has a great influence on the teaching effect and the learning effect.This study takes three English teachers and 132 students of their classes of senior 1 from a high school in Xi'an as research subjects and applies the methods of classroom observation,recording,teacher's interview and students' questionnaire to collect the necessary information.A qualitative and quantitative research method was used to analysis the teacher's discourse in English classroom include classroom questions,classroom feedback,classroom instruction,the number of teacher's discourse,the quality of teacher's discourse and the influence of teacher's discourse on students' emotions.Through the data analysis,this study found the following problems about teacher's discourse: ? There are too many display problems in English class.? Most of the feedback are simple and programmatic.? Classroom instruction is lengthy,and the expression is tough.? Teacher's discourse is still greater than students'.? The quality of teacher's discourse needs to be improved.? The quality of teacher's discourse has an obvious influence on students' emotions.According to the above problems,the author of the study proposes the following suggestions: ? Teacher should pay more attention to the quality of classroom questions and promote the quality of students' learning.? Teacher should enhance the enthusiasm of feedback and train students' self-correcting ability.? Teacher should pay attention to the effectiveness of classroom instruction and promote the quality of classroom activities.? Teacher should improve students' classroom subjectivity and return the speech right to the student.? Teacher should pay more attention to the quality of teacher's discourse and and improve the quality of teaching.? Teachers should pay more attention to the influence of teachers' classroom discourse on students' emotions.