A Comparative Study Of Classroom Speech Acts Between Novice Teachers And Expert Teachers In Junior High School English Teaching

As a language subject,English needs to be learnt in a certain environment.English class provides students with a better environment for English practice.Teachers and students continuously interact and communicate through classroom speech acts to promote English practice learning.Classroom speech acts are an important way of interaction between teachers and students in the classroom.They are also an important part of the classroom teaching process.It directly determines the quality of teachers' teaching and the learning effect of students.Therefore,this study mainly observes and records the classroom speech acts of novice teachers and expert teachers through classroom video observation,analyzes the differences,and summarizes the shortcomings of novice teachers in the classroom speech acts,and seeks effective improvement strategies to avoid novice teachers from taking detours on teacher's growth so that their classroom teaching and professional development can both be enhanced.In this study,two junior high school English expert teachers and four junior high school English novice teachers were selected as the research objects.Three junior high school English listening and speaking classes and three junior high school English review classes were used as research materials.Based on a modified version of Flanders,the analysis system quantifies and compares the classroom speech behaviors of novice teachers and expert teachers from five dimensions: classroom speech structure,teacher speech style,classroom emotional atmosphere,question and speech types,and classroom interaction mode.By observing and analyzing the classroom verbal behaviors of novice teachers and expert teachers,it is found that novice teachers have some problems in the speech behavior of the classroom: the language structure of the classroom is unreasonable,the proportion of students' speech acts is low;the teachers have more instructional languages and their teaching styles tend to be negative;the emotional atmosphere of the classroom is not harmonious;the students are not enthusiastic;the types of teachers' questions are less inspiring,and the question and answer mode is too rigid;the classroom interaction mode is not effective,mainly based on the one-way linear mode.In response to the above problems,the author proposescorresponding countermeasures: First,the novice teacher should adjust the language structure of the classroom to improve the speech output rate of the students;secondly,the novice teacher should increase the speech behavior that positively strengthens the classroom teaching and reduce the proportion of the instructional speech.Then,it is advisable to increase the humorous stimulating speech act and activate the emotional atmosphere of the classroom;then,the novice teacher should improve the questioning skills and inspire the question in the process of asking questions;finally,the novice teacher needs to optimize the classroom speech interaction mode and turn to the two-way and three-dimensional development.