A Case Study Of English Teachers' Classroom Discourse In Junior High School

Teachers' classroom discourse is the main way and medium for teachers to implement classroom teaching,and it also reflects the process and methods of teaching.Therefore,the study of teachers' classroom discourse is conducive to a better understanding of the actual situation of classroom teaching.Discourse can reflect people's thoughts and inner world.So to a certain extent,teachers' classroom discourse reflects teachers' basic qualities,teaching ideas,and the process of teachers' professional development.Therefore,the study of teachers' classroom discourse is also one of the important ways to study teachers' teaching and the development of teachers.Based on Krashen's Input Hypothesis Theory and Constructivist Learning Theory,this paper adopts the natural research methods such as questionnaire,classroom observation and recording,and randomly selects six English teachers from Grade One to Grade Three of Nanning No.4 Middle School as the research subjects.According to the book An analysis of English Teachers' Classroom Discourse by professor Cheng Xiaotang,this paper investigates and analyses the current situation and problems of English teachers' classroom discourse in junior high school from the perspective of the authenticity,interactivity,logicality and formality of teachers' classroom discourse,in order to improve English teachers' classroom discourse and provides some inspiration about English teaching.Through classroom observation and data analysis,it can be found that:(1)Most English teachers are aware of the importance of the authenticity of situation,language and content of classroom discourse,but there are some deficiencies in practical application;(2)Many teachers pay special attention to the explanation of language forms in organizing classroom teaching,but ignoring the interaction and guidance between teachers and students' meaning construction;(3)Many teachers do not attach importance to the logical sequence,hierarchy and coherence of classroom discourse when organizing classroom teaching;(4)In classroom teaching,there are still some teachers who use classroom discourse incorrectly,inaccurately,and inappropriately.According to the research above,the suggestions of this thesis are proposed for improving English teachers' classroom discourse and English classroom teaching in juniorhigh school.They are:(1)Maintaining the authenticity of classroom discourse situation,achieving the authenticity of classroom language and ensuring the authenticity of the content of discourse;(2)Realizing the importance of the interactivity of classroom discourse.To some extent,teachers are suggested to interact with students,stimulate students' desire to express,and let language really play its role in communication.It should be realized that knowledge is not imparted by teachers to students,but built by teachers and students in the process of interaction.;(3)Giving students the correct logical sequence at the beginning of the classroom introduction stage;then,it should be ensured that the level of teachers' questioning is clear;moreover,it is important to achieve a reasonable link between the classroom activities;last but not least,teachers are suggested to pay attention to the details of classroom teaching and maintain the coherence of the discourse;(4)Using English in class clearly and accurately which in line with students' actual English level,so as to ensure that students can correctly understand what the teachers said.