An Analysis Of Senior High School English Teacher Classroom Discourse In Reading Class From Students' Language Ability Development Perspective

The National English Curriculum proposed in 2017 puts forward that the specific goal of senior high school English education is to cultivate and develop students' key competencies.Language ability is the fundamental element of English key competencies.That is to say,the cultivation of language ability is the first step of students' English key competencies cultivation.While students' language ability development can't be separated from class and teachers' discourse.On the one hand,class is the primary site of students' language ability cultivation;On the other hand,teachers' discourse plays a dual role in English class: the vital teaching means of teachers and the important language input of students.Therefore,the importance of teachers' discourse in English class on students' language ability cultivation is self-evident.Its quality and quantity directly exert influence on students,especially in reading class,in which students take language input and language output.Therefore,This thesis attempts to explore the current situation of teachers' classroom discourse in reading class from teachers' discourse amount,teachers' questioning and teachers' feedback,give suggestions on teachers' classroom discourse from the perspective of students' language ability cultivation.In order to achieve the research purposes stated above,classroom observation,case study and interview are used to get an overall understanding of teachers' classroom discourse and students' language ability cultivation in reading class.5grade one English teachers in one senior high school of GZ city are selected as the research participants.Classroom observation is conducted for collecting teachers' classroom discourse data and observing students' language ability cultivation situation.And these 5 teachers' reading classes are used as cases to analyze it from teachers' discourse amount,questioning and feedback perspective.In addition,the teachers are interviewed after class,so as to know their views on classroom discourse usage and language ability.The results of this study are as follows: Firstly,teachers' classroom discourse amount is far more than the students',teachers take more than half of the class time.In actual reading teaching,students' output time is limited,it would constrain students' language ability development.Secondly,close-ended questions are frequently used for vocabulary learning and reading material comprehending,its amount far more than open-ended questions.And teachers' self-answering phenomenon is found in reading class.Thirdly,positive feedback takes larger account than negative feedback.Feedback mainly focuses on form rather than content,which works little for students' further language output in the long run.And there exists ignored feedback in reading class.Moreover,data gathered by classroom observation tool indicate that students' language ability is not comprehensively developed.Grammar knowledge is ignored,while discourse and pragmatic competence of language knowledge,writing,viewing and listening of language skills are taken little share in reading class.Last but not least,by after-class interview,it is found that teachers' weak awareness of classroom discourse usage,inadequate theoretical learning etc.are the would-be reasons behind this phenomenon.All in all,teachers' classroom discourse still exists discrepancies that need further improvement devoted to the all-around students' language ability development.Through the exploration practice of teachers' classroom discourse,it can shed lights on the current situation of teachers' classroom discourse in reading class,and provide feasible suggestions for the teachers to use classroom discourse efficiently,so that it can serve better for reading teaching and students' language ability cultivation.Therefore,this study improves and riches the theoretical and practical studies of teachers' classroom discourse and language ability implementation.