A Study Of English Teachers’ Classroom Discourse Under The Theory Of Dialogue Teaching Theory

In senior high school English classroom teaching,teachers’ classroom discourse is both a source of language input for students and an important medium for organizing teaching activities smoothly.Teachers’ educational philosophy and teaching methods need to be conveyed to learners through teachers’ discourse.This study investigates the situation of teachers’ classroom discourse to understand the current situation of senior high school English teaching,and makes suggestions by combining the theory of dialogue teaching with the senior high school English curriculum standards.This study addresses the following three main questions:1.What is the current situation of English teachers’ classroom discourse and students’ classroom participation in senior high school?2.What is the impact of senior high school English teachers’ classroom discourse on students’ classroom participation?3.How to improve the quality of teachers’ classroom discourse and promote students’ active participation in classroom learning?This study is based on Krashen’s Input Hypothesis Theory,Swain’s Output Hypothesis Theory,Long’s Interaction Hypothesis Theory,and Dialogue Teaching Theory.And this study mainly adopts classroom observation,questionnaire and interview to obtain data and analyze the data through SPSS23.0.The questionnaire"The Situation of Senior High School English Teachers’ Classroom Discourse" is adapted and assigned from Professor He Anping’s classification of teachers’ classroom discourse."The Participation of Senior High School English Classroom Student" is adapted and assigned according to Professor Kong Qiping’s classification of student classroom participation."The Situation of Teachers’ Classroom Discourse" is adapted and developed from Professor Zhu Hongcui’s "The effectiveness evaluation form of English teachers’ classroom discourse in senior high school”.In this study,questionnaires are distributed to 264 students and 30 teachers from Grade Two in Zhangjiakou No.1 Senior High School.Classroom observations are conducted for four months in the survey respondents’ classes in Grade Two,and interviews are conducted with ten teachers,which are analyzed through a combination of qualitative and quantitative methods.The results of the study show that: First,the overall situation of English teachers’ classroom demonstrations,questioning and feedback in senior high school is quite good,but there are still areas for further improvement;Students’ behavioral and emotional participation in senior high school is good,but deeper cognitive participation needs to be deepened.Second,there is a close correlation between senior high school English teachers’ classroom discourse and different aspects of students’ classroom engagement.Based on this,this study makes some suggestions on senior high school English teachers’ discourse with the aim of improving the quality of teachers’ classroom discourse.First,teachers should improve the quality of classroom discourse and increase the number of students’ discourse;Second,teachers should set the types of questions reasonably and give students appropriate time to think,and choose the people to answer the questions reasonably according to the difficulty of the questions;Third,teachers should give students varied and appropriate feedback after students’ answers to improve students’ participation in class.The researcher hopes to improve the quality of teachers’ discourse in order to promote senior high school English classroom teaching.