Investigation And Research On The Introduction Of Pre-service English Teachers In The Classroom

Lead-in is the initial part of classroom teaching.On the one hand,the elaborate lead-in part can not only stimulate students' learning interest effectively but also let the students enter the learning state quickly.On the other hand,a good lead-in can improve the quality of classroom teaching and play an important role in connecting the preceding and the following.The classroom discourse of lead-in is the carrier for teachers to fulfill the function of lead-in and complete the teaching objectives.Teachers can present their internal teaching ideas through the external teaching behaviors,such as the usage of lead-in methods and the choice of lead-in principles.However,most of the lead-in studies limit the object to the novice and expert teachers who have taken up the teaching position,but they pay less attention to the preservice English teachers.Therefore,this study was based on the affective filtering hypothesis,constructivism learning theory and discourse analysis theory.And it took the full-time Master of English Education which is in the stage of professional pre-service training,as the research objects and selected the micro-videos of 56 pre-service English teachers.Then,it observed and transcribed their classroom discourses and lead-in methods.By means of questionnaire,interview,classroom observation and case analysis,this study summarized the discourse characteristics and lead-in methods of pre-serivce English teachers,which can help us to understand the relevant teaching concepts of pre-serivec English teacher.In addition,this paper also selected the 10 experienced teachers' classroom videos as the reference objects.By the comparative analysis of the isomerism of the same class,this study found out the advantages and disadvantages between pre-serivice English teachers and experienced teachers in the lead-in and the factors that affected their lead-in designs,by which we could lay the foundation for the pre-service teachers to be qualify teachers in the future.The results show that: 1)the characteristics of pre-service English teachers' lead-in discourse mainly include: the way of questioning,pre-service English teachers are good at using the collective answers.The content of the questions is universal and the sentence structure is mostly general interrogative sentences.As for the types of question,the reference questions are more than the display questions;for the types of feedback,most of them are positive feedback,but the pre-service English teachers' ways of praise are too simple and mechanized.2)the lead-in methods of pre-serivceEnglish teachers mainly include: pre-service English teachers can flexibly use various lead-in methods and the situational method is the most commonly used way of lead-in;it can highlight the subject position of students by the recreation of real life situation;3)the main factors that affect the lead-in design include: On the one hand,the external factors,such as the interest principle of lead-in,students' needs,teaching contents and teaching objectives.on the other hand,the internal factors,such as teachers' own learning experience,teaching ideas and personality characteristics,they affect the design of lead-in commonly,in which the external factors are dominant;4)compared with experienced teachers: to a certain extent,the lead-in design of pre-service English teachers is full of interests and innovations,but there is a phenomenon of deviation in the selection of entry points and teaching emphases in their lead-in design.