A Study On Teachers' Self-Repair Of Classroom Discourse Based On The Tenth National Senior High School English Teaching Demonstration Classes

Self-repair is an unavoidable phenomenon in teaching.To ensure that students have a better understanding of teachers' classroom discourse,it is inevitable for teachers to repair the inappropriate utterances or emphasize parts of classroom discourse according to actual teaching context.Actually,teachers' self-repair of discourse is by no means limited to correction of errors.It is a necessary means to improve the accuracy and comprehensibility of discourse.This is true of English classroom.However,so far this phenomenon has not been given enough attention.In view of this,this thesis sets teachers' self-repair of classroom discourse as object of study.Based on Krashen's Comprehensible Input Hypothesis and Long's Interaction Hypothesis,the study analyses the teachers' self-repair discourse collected from the Tenth National Senior High School English Teaching Demonstration Classes,aiming to find out facts concerning the classification,the frequency of use,the usage of editing terms and the effects of it.The main findings of the study are as follows:(1)teachers' self-repair of classroom discourse can be reasonably divided into seven types: accuracy repair,different message repair,covert repair,appropriateness repair,repetition repair,insert repair and continuous repair;(2)according to the statistical results of this study,the strategies of self-repair that teachers use most frequently are appropriateness repair and repetition repair,while the one that teachers use least frequently is continuous repair;(3)editing terms play a role in linking original utterance and repair results in the process of teachers' self-repair of discourse.The top ten editing terms with the highest frequency of use in the study are “ OK,um,right,er,um huh,or,ah,so,okay,yeah ”;(4)it is found that teachers' accuracy repair,appropriateness repair and repetition repair have obvious influence on the effectiveness of classroom teaching.Accuracy repair and appropriateness repair can help students better understand the teachers' classroom discourse,which is inductive to more active classroom interaction.Teacher' repetition repair is made to highlight some vital points.However,it is not so advisable to use continuous repair;as it may result in students' misunderstanding of teachers' classroom utterances.The author hopes that this research can arouse the attention of middle schoolEnglish teachers to the issue of self-repair discourse,deepening their understanding of it,and encouraging them to consciously adopt appropriate self-repair strategies in teaching process,so as to promote the efficiency of classroom teaching activities.