(4) Classroom Discourse as Statement

Statement is most frequently used in classroom teaching mainly including teaching and presentation。 Teachers present the language phenomenon, explain the concept and service regulations of language and demonstrate the use of language and so on。 Therefore, statement is an important form of language input, which has a great impact on the formation of students’ learning interest, learning attitude and language acquisition。 

(5) Classroom Discourse as Feedback

Another important function of teachers’ classroom discourse is to give feedback to students’ classroom performance。 There are two types of feedback, one is positive feedback, and another one is negative feedback。 Positive feedback is more helpful to improve learners’ behavior than negative feedback。 Because it can make the students know that they have finished the task correctly to enhance self-confidence and learning motivation and make them more willing to participate in classroom activities。 Feedback can be aimed at the content of students’ discourse, as well as the form of students’ discourse。 In order to implement the feedback effectively, experienced teachers often look before they leap and choose the best expressing way to achieve the best educational effect。 文献综述

III。Problems in Classroom Discourse of English Teachers in Junior Middle School

Classroom is the main place for students to learn knowledge and develop skills, and discourse plays a key role in the classroom。 Most teachers’ teaching behavior in the classroom is realized through discourse。 We use language to learn, we use language to demonstrate our understanding。 As an important part of the classroom discourse, the important role of teacher talk is to promote student to learn。 So, we analyze whether teachers reasonably and effectively use classroom discourse, which is mainly to analyze whether the teacher talk is consistent with the purpose of classroom teaching activities and whether it can effectively promote the teaching objectives。 Not all of the junior middle school English teachers can control the classroom easily。 Ordinary English teachers’ classroom discourse has a lot of problems。 This paper analyzes the existing problems from “leading-in language” “statement” “instructions” “questioning” and “feedback” these five parts。

3。1 Tedious Leading-in Language 

The ideal leading-in language should be novel, clear, concise, easy to understand, targeted and interactive。 At the same time, it should be also in line with the age characteristics and psychological characteristics of junior middle school students。 But a small number of English teachers’ leading-in lack above characteristics。 For example:

“I’ m going to tell you about something that happened to me when I was younger and what I want you to do is to listen and think about whether I was a well-behaved child。”

This teacher had borrowed her own experience to make a leading-in, but due to the use of complicated sentence, students felt confused。 Moreover, this leading-in lacked communication between teachers and students, so it was difficult to attract students’ attention。 If it can be changed into the following interactive dialogue between teachers and students, it will be much better。 

T: Would you like to listen to a story about me? 来;自]优Y尔E论L文W网www.chuibin.com +QQ752018766-

S: Yes。 

T: But after listening to it, you should decide if I was good or bad, OK?

S: No problem

    Teachers can explain the story in order to achieve the purpose of leading-in。

3。2 Inaccurate Statements

Statement is a kind of language which teachers introduce new language materials and guide students to understand and master knowledge and transfer teaching information。 The main problems in some teachers’ stating language are exposed in the followings: statements are deficient in concision and accuracy。 What's worse, sometimes mistakes were made。 For example, “Maybe you can find the key words in the passage。” In fact, this teacher wanted to express “Try to find the key words in the passage。” Because of the improper use of “Maybe”, it led to unclear statement。 Some teachers translate English in Chinese style。 For example, “Sit well。” “Together answer。” Teachers’ classroom discourse is not accurate。