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An Empirical Study of Teacher Talk in ELT Class of Senior High School in the New Curriculum Reform

Author: HuLiPing
Tutor: ChenLang
School: Central China Normal University
Course: Subject Teaching
Keywords: High School New Curriculum Teacher Talk Teachers' questions Teacher feedback
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 274
Quote: 1
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Abstract

Discourse analysis is the focus of attention of the linguistic circles at home and abroad, especially very popular among linguists and educators concerned about classroom discourse analysis. China has more scholars in English teacher talk some exploratory studies, but these studies focused on college English classroom, primary and secondary schools, especially high school English classroom teacher talk rarely, from typical fewer structural model of teacher talk, interact, ask questions, and feedback perspective. Especially in the new high school curriculum reform in full swing now, and even less of domestic English teaching profession of teacher talk in English class. The new high school curriculum reform has started to realize the objectives of the new curriculum reform, lies in teachers. The new curriculum for teachers, is both an opportunity, a challenge. High school English teachers should change their concepts of teachers, classroom teaching philosophy and implementing the new curriculum reform, change the mode of classroom teaching, enhance teacher talk sensitivity, improved teacher talk. The study will focus on this purpose to explore the background of a new high school curriculum under the English classroom teachers discourse characteristics, so as to provide some suggestions and references for teaching high school English and high school curriculum reform. This study Krashen's comprehensible input theory Long interaction theory and discourse analysis theory as the main theoretical basis to select three English teachers of the school where the author for the study object, through the observation and recording of their English classroom teaching and turn written text materials, a comparative analysis of the high school English classroom teachers before and after the new curriculum reform discourse. Also used questionnaires and interviews and other research methods, survey study of three teachers and the classroom of 186 students in three classes. The study found that after teaching high school English in the new curriculum requirements for English teachers more traditional classroom teaching mode and teachers' roles have changed, more sensitive to the use of language teachers, teacher talk, quantity, quality, questioning strategies, explain the manner and feedback techniques, evaluation of language has. According to the study results, the new high school curriculum for high school English teacher talk structure mode, the quality and quantity of teacher talk, the mode of classroom interaction characteristics and classroom questions. After high school English teachers in the new curriculum reform efforts to improve the quality of their own, to meet the challenges of the new curriculum reform, changes in the traditional teaching model to stimulate students' interest in learning English, integrating multidimensional teaching goals of the new curriculum requirements, more effective English teaching attempt . This thesis is divided into five chapters. The first chapter is an introduction of the research background, research objectives, contents, meaning and the structure of this article. Chapter II is a literature review, research status on teacher talk and three teacher talk theory. Chapter introduce high school new curriculum reform and teacher talk as well as the relationship of the new curriculum reform and teacher talk, teacher talk categories and function. The fourth chapter is the experimental part, in order to explore the English classroom teachers in the new high school curriculum under the features of discourse, an empirical study. I designed a comparative analysis of the high school English teacher talk before and after the new curriculum reform experimental results for the new high school curriculum interactive features of the quantity, quality and class of the high school English teacher talk and teacher questions and teacher feedback, evaluation strategy have affected teachers are trying to change the traditional mode of teaching to efficient classroom instruction before the line. Chapter deficiencies and limitations of this study as well as the outlook for the further study.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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