A Comparative Study On The Classroom Speech Behavior Of High School English Quality Courses And Regular Teachers Based On IFIAS

The speech behavior of classroom teachers refers to the teachers'speech performance,which mainly includes oral speech act,written speech act and body language act in different contexts when apply the oral skills of teachers,their own professional characteristics,the laws of educational speech.The comparison of high school English quality class with the classroom speech behavior of regular class teachers is helpful to improve the classroom teaching of regular teachers,promote the professional development of teachers,and provide suggestions and enlightenments for the further development of teachers.Quality teacher's classroom speech behavior can also point out the direction and set an example for the classroom speech behavior of regular teachers.This study attempts to explore the difference between the speech behavior of high school English quality lessons and high school English regular lessons,and conducts research on the acceptance of students' emotions,praise or encouragement,recognition and adoption of the student perspective,open questions,closed questions,teaching,instructions,criticism or preservation of authority,silence or confusion.This study mainly analyzes the following three questions:(1)What is the status of teachers'speech behavior in high school English quality class and regular class?(2)What are the similarities and differences between teachers' speech act in high school English quality class and regular class?(3)What are the reasons for the gap between high school English quality class speech behavior and regular class speech behavior?This study mainly adopts the classroom observation method and takes the improved Flanders interactive analysis system as the main research tool.This system is characterized by quantitative research and is mainly used to evaluate classroom teaching behavior.In order to make up for the deficiency of quantitative research,this study takes interview method and case analysis method are the auxiliary methods of qualitative research.This study selected ten quality courses(five national quality courses and five school-level quality courses)and five regular courses as the research object.Five quality classes are carefully selected from the national high school English quality class video,five school-level quality classes and five regular classes are from Huaibei Normal University in Anhui Province,Huaibei Normal University affiliated middle school.This study collates the data by watching videos and interviews in quality classes,and regular classes,and drawing the following conclusions.There are some commonalities between quality class and regular quality in the classroom teachers' speech behavior,mainly manifest in:(1)The average ratio of accepting students' emotional speech behavior to teachers' speech behavior is not high in both quality and regular classes,and this kind of speech behavior is not obvious in the classroom of high school English teachers.(2)There is no gap between the proportion of positive reinforcement and total speech behavior between quality and regular teachers.There is a small gap between the proportion of positive and reinforced speech behavior and total speech behavior.(3)High school English teachers in both high-quality and regular classes are more likely to directly influence students.(4)High school English quality class and regular class teachers' teaching speech behavior in high school English quality class and regular class teachers'classroom speech behavior are the highest frequency.There are some differences between quality and regular classes in the speech behavior of classroom,mainly manifest:(1)High school English teachers praise or encouragement speech behavior,command speech behavior in quality class rate is higher than regular class.Quality classes praise or encouragement speech behavior more diverse and rich than regular classes praise or encouragement speech behavior.Quality high school English teacher instruction sharper than the regular class high school English teacher instruction,students to carry out the teacher's task is better.(2)Regular high school English teachers critical or maintain authoritative speech behavior,silence or chaotic speech behavior,recognition and adoption students' view speech behavior,teaching speech behavior,asking speech behavior are more than high-quality class.(3)Quality high school English teachers give students more opportunities to perform than regular teachers.The participation of students in quality classes is higher than that of students in regular classes.Through the interview and observation,it is concluded that the reasons for the gap between the classroom speech behavior of the high school English regular class and the high-quality class teacher are:(1)The regular class teacher is not fully prepared.(2)The speech literacy and expression ability of the regular class teacher is not high.(3)The regular class students do not perform well in class and do not perform their homework well.Finally,it is suggested to the teachers of the regular English class in high school.(1)Fullpreparation of lessons,(2)Improving speech literacy and discipline literacy,(3)Cooperative migration and activity movement,(4)Command language conversion,(5)Optimizing the way of questioning speech behavior,(6)Encouraging the diversity and specificity of speech behavior,(7)Paying attention to learning and applying professional theory.