A Comparative Study Of Senior High School Novice And Experienced English Teachers’ Classroom Directions

Among the many factors of English learning,teacher’s talk plays an important role in students’ English learning,and teacher’s classroom direction is one of the important components of teacher’s language.Teachers as the speakers of directions,how to choose language and use pragmatic strategies for teaching has become the guarantee for the smooth classroom interaction.At present,there are a lot of researches on teachers’ classroom direction language in foreign countries,but there are fewer researches on teachers’ classroom direction language in China,especially on English teachers’ directions.Therefore,the study of classroom direction of teachers can provide some suggestions for teachers’ development,especially novice teachers.By comparing the classroom direction of senior high school English novice teachers and experienced teachers and comparing their differences in different aspects,this study further analyzes the characteristics of classroom direction of English teachers and provides some teaching inspirations for English teachers,especially novice English teachers.Basing on Krashen’s input hypothesis,Long’s interactive hypothesis and Feuerstein’s teacher mediation theory,this study aims to answer the following two research questions by using three research tools: 1)What are the similarities and differences of teachers’ directions of the experienced English teachers and the novice English teachers in senior high school? 2)What are the problems with teachers’ directions of the experienced English teachers and the novice English teachers in senior high school? The research participants of classroom observation are three experienced teachers and three novice teachers in Yongzhou NO.3 Senior High School.Five novice teachers and five experienced teachers take part in the teacher interview.The participants of the student’s interview are 10 students from novice teachers’ class and 10 students from experienced teachers’ class.The research subjects of the questionnaire are 168 students in three experienced teachers’ classes and 156 students in three novice teachers’ class.This study indicates: Firstly,the similarities are below.1)Teachers’ directions can help students’ English learning.2)Both the experienced teachers and the novice teachers use English to give directions.The differences are as follows.1)The experienced teachers use more directions than the novice teachers.2)The experienced teachers tend to use direct directions while the novice teachers tend to use indirect directions.3)The experienced teachers always check students’ understanding of their directions.4)The expression of the experienced teachers’ directions is clear than that of the novice teachers.5)The tone of the experienced teachers’ directions is stricter than that of the novice teachers.The second is about the problems of teachers’ directions: 1)Sometimes,the tone of the experienced teachers’ direction is strict and it will affect students’ emotion.2)The novice teachers’ directions are single.The speed of the novice teachers’ directions is sometimes fast and the expression is not clear enough.According to the summary of this research,the author puts forward the following suggestions: 1)The experienced teachers should use a soft way to give directions to students.2)The novice teachers should prepare more before class and practice more.The novice teachers should learn from the experienced teachers.This study has the following limitations: 1)The research participants are only three experienced teachers and three novice teachers teaching English in Yongzhou NO.3Senior High School.Maybe they can not represent all the teachers.2)The research procedure refers to the former studies.The author gives some suggestions to future studies: 1)More research participants should be involved in future study.2)The research procedure should be more creative in future studies.