A Study Of Modifications In Senior High School EFL Teachers’ Classroom Discourse

At present,the most important place for students to communicate and communicate using English is the English class in which they live,and at the same time,the English class is also an important place for students to produce the acquisition of English.So to enable students to better understand and absorb the knowledge taught,teacher classroom discourse needs to be tailored to the level of the student and the needs of his or her linguistic input and output because teacher discourse modification is not only a tool for teachers to organize teaching,but also an important learning paradigm for students to learn the language.Regarding English teacher classroom discourse modifications,most studies have been conducted on broad teacher discourse,while few have been able to address situations in which English teachers modify their own discourse to the different circumstances of their students.Therefore,in this paper to provide effective advice on classroom teaching to high school English teachers and to make high school English teachers more aware of teacher discourse modifications,classroom observations,interviews,questionnaires were used to acquire data and analyze the situation of classroom discourse modifications of some of the high school teachers in the Fushan District of Yantai City in Shandong Province.This study observed 20 lessons from 7teachers in a high school in Fukuyama District,surveyed 158 students with a questionnaire and interviewed 7 teachers together with 30 randomly selected students.The objectives were to seek a comprehensive understanding of what characteristics high school English teacher classroom discourse modification has in terms of language modification vs.interactive modification,what causes high school English teacher classroom discourse modification and to analyze what effect high school English teacher classroom discourse modification has on English learning.In the hope of improving the quality of classroom discourse for domestic English teachers,so that the modifyed teacher discourse can more closely resemble the students’ effective input points,and then improve the effect of classroom teaching and learning,it is helpful.Finally,according to the data obtained in this analysis,we summarize the following findings: first,about the English teachers in high school the characteristics of classroom discourse modification in terms of language modification are mainly reflected in seven aspects,namely,speech rate slowing,pause increasing,pronunciation becoming clearer,vocabulary becoming simpler,complex sentence decreasing simple sentence increasing,repetition increasing,and language type switching.The characteristics about the modification of interaction are mainly reflected in three aspects,which are understanding inspection,confirming inspection,clarifying request,respectively.Secondly,in terms of causing teacher classroom discourse modification,based on the analysis of data collected through data collection means such as classroom observation,the author summarizes three factors that will cause teacher classroom discourse modification,which are the interruption of teacher-student interaction,different teaching types,and teacher personal habits.Finally,with regard to the effect that discourse modification of high school English teachers has on English learning,the author divided it into two aspects,positive affect and negative affect.First,the modification of English teacher classroom discourses in high school,which helps students better understand teachers’ linguistic input and make appropriate responses and feedback to questions posed by teachers,plays a positive role in improving classroom efficiency,and the classroom interaction is also made more active by these discourses.Of course,because improper teacher discourse modification may lead to confusion or misinterpretation of teacher classroom language input and thus affect teacher teaching and student learning.