The Research On The Influence Of Teachers' Discourse On Students' Participation In English Class In Senior High School

With the development of global integration,the importance of English as an international language can not be ignored.For Chinese English learners,English classroom is the main place where they contact and use English,while English teacher's classroom discourse is the main source of students' comprehensible language input.At present,subject education has become the core issue of quality education in our country.Now English classroom advocates students as the main body.The most direct manifestation of students' subjectivity is their participation in classroom teaching.Only when students really participate in teaching can they play their main role in the process of English learning.Therefore,English teachers' classroom discourse plays an important role in students' classroom participation,which attracts more and more researchers and English teachers' attention.However,due to the large number of tasks and time constraints in senior high school English teaching in China,English teachers pay more attention on the teaching content and objectives,and fail to realize the important impact of teachers' discourse on students' classroom participation.Therefore,it is necessary to study the influence of teachers' classroom discourse on students' classroom participation.In this context,the study is devoted to the following three questions:Question1: What impact does classroom discourse have on students' behavioral participation?Question2: What is the effect of classroom discourse of English teachers in senior high school on students' cognitive participation?Question3: What is the influence of classroom discourse of English teachers in senior high school on students' emotional participation?This study chose four English teachers and 240 students from No.2 Middle School in Pulandian as the subjects of study,from the six dimensions of presentation,questioning and feedback of English teachers' classroom discourse and students' behavioral participation,cognitive participation and emotional participation.The data were obtained through classroom observation,audio-visual recording,questionnaire survey and teachers' and students' interviews.The data were analyzed by SPSS.In order to explore the use of classroom discourse of English teachers and students' classroom participation,as well as the impact of classroom discourse of Englishteachers on students' classroom participation.In order to better explain the results of the survey,40 classes were observed and analyzed.Four English teachers and 20 students were interviewed.Through the analysis of the data,the following results are obtained: Firstly,classroom demonstrations,questions and feedback have an impact on students' behavioral participation,but classroom demonstrations and feedback have a greater impact on students' behavioral participation.Secondly,teachers' demonstrations,questions and feedback have an impact on students' cognitive participation,but demonstrations and feedback have a greater impact on students' cognitive participation.The third,teachers' classroom demonstrations,questions and feedback have a great influence on students' emotional participation.Students in senior high school are sensitive,so teachers' words and deeds will have a great impact on their emotions.Students will study the subject carefully if they like a teacher's teaching style or personality characteristics.English teachers' affinity words can make students feel intimate and close the distance between teachers and students.This kind of positive emotion can promote students' emotional participation and like learning English.