An Analysis Of Teachers' Classroom Discourse In Listening And Speaking Flipped Classroom

With the development of the global economy,the ability to use English comprehensively,especially the cultivation of listening and speaking ability,has drawn more and more attention in China.As a new type of teaching mode,the flipped classroom has been favored by more and more teachers since its birth,which provides a new way for the development of college English listening and speaking course.Classroom is one of the important learning places for students.Classroom discourse is the main way of teaching,and it is also the main representation of teachers' knowledge,belief and experience.However,the author has found a few common problems in teachers' classroom discourse after the long-term observation of flipped classroom.For instance,some English teachers have ignored the interactivity of the language,the authenticity of the communication,and the correctness of the language learning,which greatly reduces the efficiency of language acquisition.This dissertation studies the “flipped classroom” which is hot in recent years.The research investigates the real effect of teachers' classroom discourse from the perspective of linguistics and teaching,based on the theories of discourse analysis and second language acquisition.This dissertation has adopted the natural researching methodology and first summarizes the concepts of “flip classroom” and “classroom discourse”.It analyzes and discusses the authenticity,interactivity,and normativity of teachers' classroom discourse through recording the classroom teaching process as a model,so as to try to explore the teaching effect of listening and speaking flipped classroom discourse.It intends to promote teachers to improve their teaching through classroom discourse analysis,so that the “flip classroom” can be more effective,and the listening and speaking course can be further promoted.