Case Analysis On English Teachers' Classroom Discourse In Senior High School From The Perspective Of Interactivity

The ideal teaching effect can be achieved through perfect organization of teachers' classroom discourse.Teachers' classroom discourse is another significant way for students to input language.To some extent,teachers' classroom discourse affects the classroom teaching(HaKansson,1986).The ultimate goal of English teaching is to cultivate and improve students' comprehensive language ability or their daily interactive ability,which is emphasized in the “National English Curriculum Standards for General High School(2017)”.That makes it necessary for teachers to give more interactive discourse,thus driving students to generate more comprehensible output.Obviously,the study on teachers' classroom discourse from the perspective of interactivity has a great significance.Teachers' classroom discourse is the main way of students' second language acquisition.Guided by second language acquisition theory and combined with the author's five-month internship experience in senior high school,this paper adopts classroom observation method,case analysis method and interview method,three English teaching cases of writing,reading and vocabulary are selected and analyzed,aiming to explore the three questions as follows: 1)What is the current situation of English teachers' classroom discourse in senior high school from the perspective of interactivity? 2)What are the reasons for the situations in the current senior high school from the perspective of interactivity? 3)What are the possible ways to improve English teachers' classroom discourse in the current senior high school from the perspective of interactivity?The results show that the current situation of English teachers' classroom discourse in senior high school from the perspective of interactivity mainly includes the following aspects:too much teachers' discourse amount,more display questions and less reference questions,more comprehension checks,confirmation checks and less clarification requests,more general praise and more correcting students' mistakes directly.The reasons for the current situation are teachers and students' misunderstanding,lack of teachers and students' interactive motivation,poor teachers' interactive teaching ability and students' interactive competence,and traditional teacher-fronted classroom teaching mode which does not pay attention to the long-term development of students.In view of this,the thesis has put forward corresponding suggestions from aspects of school training,enrichment of teachers' classroom discourse,students' efforts and change of teaching concepts.It is hoped that this study can provide some theoretical support for English teachers' classroom discourse in senior high school.In addition,it is also expected to provide more reference and enlightenment for thefront-line English teachers practically.