A Study On Teacher Talk Guidance To Students’ Thinking In High-quality English Reading Classes Of Junior High School

The latest revision of New English Curriculum Standards for Compulsory Education in 2022 puts forward four core competencies of English subject,including thinking capacity,and makes it clear that the cultivation of thinking capacity plays an important role in helping students observe and understand the world from a cross-cultural perspective and make correct value judgments on things.English reading is the main source of students’ English language input and an important way to develop students’ intelligence and cultivate students’ thinking.Among them,in the teaching of English reading,teacher talk is an important pillar for students’ language input and guiding students’ thinking development.However,for a long time,English teaching and thinking training seem to have little connection.Teachers also don’t pay attention to systematic training of students’ thinking,and some even mistakenly think that thinking is developed in science learning such as mathematics,physics and chemistry.Therefore,the purpose of this study is to explore how teachers can guide students’ thinking through teacher talk in junior high school English reading classes.Based on the above research background,this paper mainly adopts qualitative research methods,in the National Junior High School English Competition organized by the National Association of Foreign Language Education,the Chinese Society of Education,25 sections of English High-quality reading classes in 2019 were selected by converting them into texts through computer technology,and using the corpus Antconc5.0to sort out and analyze them.Based on the self-built corpus,this study explores the teacher talk in junior high school English reading classes,the research questions of this study are as follows:1.What kinds of teacher talk can guide students’ thinking in English high-quality reading classes of junior high school?2.What are the characteristics of teacher talk that guide students’ thinking in English high-quality reading classes of junior high school?Through research,it is found that: firstly,among the five kinds of teacher talk,teachers’ feedback,questioning and instruction can guide the development of students’ thinking.Secondly,in the high-quality class of junior high school English reading,the characteristics of teachers’ instructions in guiding students’ thinking are as follows: teachers’ instructions are short and clear,and meet the cognitive level of junior high school students;teachers’ instructions are coherent,and usually the latter instruction guides students’ thinking at a higher level than the former instruction.Teachers’ questions that begin with(what,why,how)have more open-ended questions than closed ones;the teacher’s questioning language is coherent,and the high-frequency teacher’s questioning language has the highest frequency with “think”.The characteristics of teacher’s feedback on students’ thinking guidance are:the teacher’s induced feedback is enlightening and guiding;teachers’ feedback on error correction is interactive,specific and targeted.Based on the above research results,some suggestions are put forward by the author: improving teachers’ awareness of classroom discourse and paying attention to students’ thinking development;taking students as the center and promoting students’ positive thinking;improving the quality of classroom questioning and enhancing the breadth and depth of thinking;improving the quality of classroom questioning and enhancing the breadth and depth of thinking;bringing the guiding role of feedback into full play.This study enriches the research on teacher talk based on corpus to a certain extent,and has certain reference significance for improving students’ thinking quality through teacher talk of junior high school reading class.