Comparative Research On Classroom Instructions Between Novice And Expert English Teachers ——A Case Study Of Dongjiang Junior High School

Instruction is an important part of teacher discourse.For teachers,instruction is directly related to whether teachers’ teaching objectives and contents can be successfully achieved.For students,it is related to whether students can understand and master the teaching contents,and whether they can complete the tasks.The thesis takes three novice teachers and three expert teachers of Dongjiang school as the major participants.The study mainly explores the following two questions:Firstly,what is the current situation regarding the use of classroom instructions by English teachers in junior middle school? Specifically,it includes the research status on the effectiveness,quantity,characteristics and function of teachers’ instructions in the English classrooms of junior middle school.Secondly,in the English classroom of junior middle school,what are the differences of classroom instructions in number,characteristics and functions between novice and expert teachers? And what are the reasons for these differences?The study adopts the mixed research method of qualitative and quantitative methods,such as classroom observation,student questionnaire and teacher interview.The author interviewed three novice teachers and three expert teachers of Dongjiang school and carried on the classroom observation.Besides,the author conducted a questionnaire survey of the students,a total of 304 students,taught by novice and expert teachers.In the base of data analysis,the author analyzed different forms and functions of teachers’ instructions between novice and expert teachers in junior high school,and some relevant suggestions were proposed.The major findings are as follows:Firstly,in the English class of junior middle school,some teachers,especially novice teachers,usually give some ineffective instruction.Because some teachers’ instructions are too long and formalized teachers’ instructions,the speaking speed of them is too fast and so on.Secondly,in the English class of junior middle school,the number,forms and functions of classroom instructions are different between novice and expert teachers.The number of novice teachers’ instructions is higher than that of expert teachers.And novice teachers tend to use direct instructions with a strong tone and imperative instructions in classes,while expert teachers prefer to use indirect instructions with euphemistic tones and suggestive instructions in classes.Thirdly,the reasons are as follow.Novice teachers have been engaged in teaching for a short time,so they easily regard themselves as the centre of the classroom and ignore students’ initiative.Expert teachers have rich teaching experience and high work efficiency.They pay more attention to the “face” of students and prefer to create a democratic and harmonious atmosphere.Based on the above research results,this study made a detailed discussion and proposed some suggestions to improve the effectiveness of instructions for English teachers in junior middle school.