A Case Study On Verbal Interaction Modes Of Novice And Expert English Teachers

With the development of era,foreign exchange and cooperation have become the theme of social development.As an international language,English plays an irreplaceable role in today's world.And various studies on English teaching keep emerging.As an important way of language input and output,classroom discourse plays an important role in junior middle school students' English learning.From a large amount of teaching practice and researches,it can be found that different types of teachers have difference in teaching discourse and behavior mode.The purpose of this study is to find out the differences between novice teachers and expert teachers in junior middle school in classroom speech interaction mode and then sum up their differences so that positive reference can be offered for teachers' teaching research and professional development in the future.Based on the Krashen's input hypothesis,output hypothesis and interaction theory at home and abroad,combined with FIAS,this study recorded and coded the classroom teaching of six English teachers of Grade two in junior middle school,and analyzed the collected data to get the differences between novice teachers and expert teachers in classroom verbal interaction.The author mainly uses the Flanders interactive analysis system as a research tool to answer the following four questions:(1)What is the difference between the two types of teachers in the structure of classroom discourse?(2)What is the difference between the two types of teachers in the mode of affective interaction?(3)What is the difference between the two types of teachers in terms of teacher inclination?(4)What is the difference between the two types of teachers in question and answer mode?From the results of the data analysis,novice teachers and expert teachers have similarities and differences in the following four aspects:(1)Both the proportions of classroom discourse in the classrooms of novice teachers and expert teachers are superior to norm,but novice teachers have too much classroom discourse compared with expert teachers.(2)The two types of teachers focus on the emotional changes of students in affective interaction,and affect students by positive discourse interaction effects,and there is little difference between them.(3)Both types of teachers can pay attention to students' emotions in terms of teacher inclination and attitude,but the novice junior high school English teachers' content cross ratio is relatively higher,indicating that they rely heavily on textbooks.(4)The two types of teachers fail to use the textbook as the basis for the question-answer mode,and although the latter is higher,the spontaneous rate of students in both novice and expert teachers' classroom teaching is relatively low,and students are not good at actively expressing their opinions in the classroom.So it is suggested that the novice and expert teachers should learn from each other,study the teaching materials,improve discourse interaction modes,promote the classroom discourse structure and form proper teaching inclination,so as to make progress together.