The Study On The Teacher's Discourse Repetition In English Classroom Of Senior High School

In the classroom,English teacher's discourse is an important source of students' comprehensible input.Repetitive discourse,a kind of English teacher's classroom discourse,also plays an important role in the process of students' language acquisition.In the classroom teaching process,it is inevitable for English teachers to increase the amount of students' input by using discourse repetition,but whether this method can truly achieve the maximum effect of students' language acquisition remains to be considered.At present,English teacher's discourse repetition has not received much attention and research.Based on this,the researcher has tried to carry out this research.The researcher conducted the study at Xinjiang X Senior High School from September 2018 to January 2019.This study takes the input hypothesis,interaction theory,output theory and the new economic principle of speech allocation as the theoretical basis.The research objects are four English teachers of Xinjiang X Senior High School(Hereinafter referred to as “teacher”)and 168 senior high school students(Hereinafter referred to as “student”),and the research corpus are teachers' classroom discourses obtained by classroom recording.Discourse analysis,interviews and questionnaires are used to study the following questions:(1)What are the characteristics of high school English teachers' classroom discourse repetition?(1)What are the types of high school English teachers' classroom discourse repetition?(2)What are the functions of high school English teachers' classroom discourse repetition?(3)Is there a type preference for high school English teachers' classroom discourse repetition?(4)If so,what are the reasons?(2)How is high school students' acceptance about English teachers' classroom discourse repetition?(3)What is the coincidence of teachers and students on the attitudes of teachers' classroom discourse repetition?Through the combination of quantitative and qualitative methods for description and analysis,the researcher draw the following conclusions: The characteristics of high school English teacher' classroom discourse repetition lie in:(1)Teachers' discourse repetition is mainly divided into seven types.(1)According to the subjects involved,teachers' classroom discourse repetition could be divided into: the teacher's self-repetition and the discourse repetition from others;according to the the contents of teacher's discourse repetition,it could be divided into: complete repetition,partial repetition and paraphrase repetition;according to the position of teacher's discourse repetition,it could be divided into: following repetition and interval repetition.(2)Teachers' discourse repetition mainly has six teaching functions: emphasis,acceptance,clarification,verification,errors correction,and explanations.(3)Teachers have different types of discourse repetition preferences in different teaching processes.In the classroom organization process,teachers prefer to use self-repetition,partial repetition and interval repetition.In the teaching process,teachers prefer to use self-repetition,complete repetition and following repetition.In the questioning process,teachers prefer to use self-repetition,partial repetition and following repetition.In the feedback process,teachers prefer to use discourse repetition from others,paraphrase repetition and following repetition.(4)The reasons for teachers' discourse repetition preferences mainly lie in two aspects: on the one hand,it depends on the essential characteristics of each teaching process,and on the other hand it is because the teacher's cognition of discourse repetition and their practical operation also affect teacher's selection of discourse repetition.(2)Students have different levels of acceptance of the types of discourse repetition used by teachers in different teaching processes.In the classroom organization process,students have higher acceptance of the teachers' self-repetition,partial repetition and interval repetition.In the classroom teaching process,students have higher acceptance of the teachers' self-repetition,paraphrase repetition and interval repetition.In the questioning process,students have higher acceptance of teachers' self-repetition,complete repetition,paraphrase repetition,and following repetition;in the feedback process,students have higher acceptance of teachers' self-repetition,partial repetition,paraphrase repetition,and interval repetition.(3)There is a coincidence between teachers and students on the attitudes of teachers' classroom discourse repetition.Based on the above research conclusions,this study proposes relevant teaching suggestions:(1)Teachers should improve cognition and skills of discourse repetition used in the teaching practice;(2)Teachers' skills of discourse repetition should be adjusted according to the degree of acceptance of the students;(3)Teachers should be good at choosing the way of discourse repetition according to the students' learning level.