A Research On Teachers’ Classroom Language In English Reading Class In Junior High School

Teachers’ classroom language is an important source of language input for students and an important way for teachers to lead students in language learning.Standardized and appropriate teachers’ classroom language can improve teachers’ teaching level,promote the communication between teachers and students,and thus improve students’ classroom language application ability.Compulsory Education English Curriculum Standard(2011 edition)clearly points out that “whether teachers use classroom teaching language scientifically and appropriately will directly affect the progress of classroom teaching,affect students’ positive initiative,and ultimately determine the success or failure of classroom teaching”.Thus it can be seen that teachers’ classroom language plays a decisive role in English teaching.Therefore,it is necessary to study teachers’ classroom language that plays an important role in English teaching.Based on Krashen’s Comprehensible Input Hypothesis,using classroom observation,questionnaire and interview method,with 26 teachers from three grades of Lvliang Experimental Middle School as the research object,this paper aims to investigate the current situation of English teachers’ use of language in English reading class of junior high school,and solve the following questions:1.Do teachers of different grades,different teaching ages and different educational background use different classroom language in junior high school English reading class?2.What are the factors that influence teachers’ use of classroom language in junior high school English reading class?The survey results show that: First,English teachers in junior high school use less English than Chinese in reading class.Second,English teachers of Grade Nine use more Chinese than Grade Seven and Grade Eight teachers.Teachers with short experience use English more than others,and teachers with long teaching experience use more Chinese than other teachers.Teachers of high education background use English more than other teachers.It shows that teachers of different grades,different teaching ages and different educational background use different classroom languages.Thirdly,there is a significant gap in the proportion of English and Chinese language used in all aspects of the class,teachers’ use of classroom language is patterned and fixed;the use of classroom language by teachers is not rigorous and logical enough;the design of classroom language use in each link is not sufficient.The results also show that,students prefer Chinese to teachers’ language use,while teachers prefer to use English as the carrier of language input in reading class.Fifthly,students’ quality,teachers’ own quality,school management and other factors have a certain impact on teachers’ use of language in reading class.Based on the above research,the author puts forward the following suggestions:Teachers should set up advanced teaching concepts,change the existing way of thinking,pay attention to the accumulation of their own subject knowledge,enhance their own quality and improve their teaching skills through continuous learning.English teachers should also strengthen communication,learn from each other and form a good teaching atmosphere.Relevant education departments and the school should give more help and support to teachers so as to carry out English teaching better.