Chapter 1 Introduction
1.1 Background of the Study
For the vast majority of Chinese students, in the process of learning English, theclassroom has become the main place for students to contact English and teachers’classroom language has become the main source of students’ foreign language input.In English class, how to promote students’ effective language acquisition has becomean important issue. Nunan, (1991) points out that teacher’s language is both crucial tothe organization of classroom teaching and students’ language acquisition. It is notonly because only through the perfect organization and teaching the teaching contentcan achieve the ideal teaching effect and because it also plays an exemplary role in theusing of target language. So, teachers’ classroom language is an important way forstudents’ language input. It can be seen that teachers’ classroom language plays animportant role among factors of students’ English learning. Ma Yue (2013) pointedout that in foreign language classroom, effective teaching must be guaranteed by theimplementation of all kinds of mandatory speech acts, which determines theuniversality of mandatory speech acts. Teachers as the producer of direction words,how to choose language and use pragmatic strategies for teaching has become theguarantee for the smooth communication in class (Lorscher, 1988). In recent years,the research of classroom teaching has become the focus of the second languageteaching. There are more and more researchers studying the classroom language usedin teaching practice. The study of classroom teaching has become the focus of secondforeign language teaching and one of the hot spots in foreign teaching research(Cheng Xiaotang, 2009). Besides, the study of teachers’ classroom language is one ofthe important methods to study the effectiveness of classroom teaching (Kraker, 2000).However, there are few researches on teacher’s English classroom direction languagein most of the current researches on teacher’s classroom language. Therefore, theauthor hopes to do a comparative study of classroom direction language betweensenior high school English novice teachers and experienced teachers, to discuss theircommonness and difference and further improve and enrich the research system ofteacher’s classroom language. At the same time, it is also helpful for novice teachersto find out the existing problems of their classroom direction, to promote teacher’sprofessional development, to improve the quality of English teaching, and to enhancestudents’ second language acquisition.
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1.2 Purpose and Significance of the Study
1.2.1 Purpose of the Study
In the field of teachers’ professional development, scholars pay more and moreattention to the study of teachers’ professional development. Since the 1990s, thecomparative study between novice teachers and experienced teachers has become anew way of research and has been gradually applied to the study of teacherpsychology. These research results have important guiding significance for the studyof teaching theory and practice (Li Yuanyuan, 2019). As a foreign language subject,English course is more difficult for students than other subjects. It has higherrequirements on the teaching behavior of English teachers. Therefore, promoting theprofessional development of English teachers has become an important part of teachertraining.
Classroom direction is the language used by teachers to realize the teachingfunction in class. It’s a speech act by teachers to make students do something in class,and a language used to explain the relevant content and operation procedures beforeteaching activity (Wu Yanlong, Wang Yuexi, Gao Yan, 2020). At present, the newcurriculum reform advocates that classroom teaching should be learner-centered.Students are the main body of the class. And English classroom is the main place forteachers to implement teaching practice. Teachers’ classroom direction is an importantpart of classroom content, and the quality of teachers’ classroom direction is related tothe success or failure of a class. Using classroom direction properly is very importantfor guiding students’ second language acquisition.
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Chapter 2 Literature Review
2.1 Definition and Classification of Teacher’s Classroom Direction
2.1.1 Definition of Teacher’s Classroom Direction
In Longman’s Dictionary of Language Teaching and English Linguistics,direction is defined as a kind of speech act, which has the function of letting thelistener do something. For example, suggestions, requests or commands are directionwords. Searle (1979) defines direction as an attempt by a speaker to get the listener todo something. Verbs that express a direction can be command, request, ask, question,beg, pray, plead, or invite, permit, or suggest. Bussmann (1996) believes that directionis a speech act, whose main purpose is to make the person to engage in a specificactivity. Richard (2000) believes that command words are speech acts with thefunction of making people do something. According to Tsui (2001), directions areusually sent by a person who has the authority to ask the receivers to obey it. Thisusually because the speaker has the authority over the receivers.
As for classroom direction, Ur (1996) defined it as direction to guide students’learning tasks. Wang Qiang (2006), a famous Chinese scholar, believes that Englishclassroom direction refers to the language used by teachers to complete teachingactivities and maintain teaching order in a broad sense. Teachers use direction wordsto guide students’ learning, and students’ learning behavior is triggered by teachers’verbal directions (Qiao Chengche, 2013). Wu Yanlong, Wang Yuexi and Gao Yan(2020) believe that classroom direction is a discourse used by teachers to realizeteaching functions in class. It’s a speech act used by teachers to make students dosomething in class, and a language used to explain relevant contents and operationprocedures before an activity.
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2.2 Novice Teacher and Experienced Teacher
This study is a comparative study of the direction language used by senior highschool English classroom novice teachers and experienced teachers. Therefore, it isvery important to distinguish the criteria of different groups of teachers. Differentscholars have different definitions of this. According to Berliner (1987), an Americanscholar, there are five stages from novice teacher to experienced teacher: new teacher,skilled new teacher, competent new teacher, weak professional teacher andexperienced teacher. In addition, Berliner (1994) argues that teacher who teachingwithin 2 years is defined as new teachers. After two to four years of teaching, newteachers will become qualified teachers. Beginning in the fifth year, some qualifiedteachers will reach the level of skilled teachers. In addition, Berliner says that havingbeen teaching for more than 10 years and having a complete teaching style and systemcan be considered an expert. Palmer (2005) holds that experienced teachers aredifferent from novice teachers in that they have many years of teaching experience,social recognition and teaching performance. American scholar Sternberg (2009)pointed out that professional teachers have their own teaching style and expertise inthe field of teaching. He points out that experienced teachers are more effective andinsightful than novice teachers in aspects of professional knowledge andproblem-solving efficiency. However, he also points out that there is no strict standardfor measuring experienced teachers. At the same time, Sternberg (2009) pointed outthe differences between experienced teachers and novice teachers during the teachingprocess in the following aspects. (1) Teaching professional knowledge. Experiencedteachers tend to use more teaching skills and strategies in the teaching process. Inaddition, in the classroom, they often use their expertise to solve problems and theysolve these problems more effectively than novice teachers. (2) Efficiency.Experienced teachers usually finish more tasks in less time. Novice teachers are lessexperienced, so they spend more time on the same task than experienced teachers. (3)Insight. Experienced teachers have more creative insight than novice teachers. Theyknow how to deal with some problems properly.
英语论文参考
Chapter 3 Research Design.................................19
3.1 Research Questions......................................... 19
3.2 Research Participants..................................... 19
3.3 Research Instruments................................ 20
Chapter 4 Research Results Analysis and Discussion..................................23
4.1 Results Analysis and Discussion of Classroom Observation..........................23
4.2 Results Analysis and Discussion of Interview Records..................... 31
4.3 Results Analysis and Discussion of Questionnaire.............................. 39
Chapter 5 Major Findings and Suggestions.................................46
5.1 Major Findings............................... 46
5.2 Suggestions.............................47
Chapter 5 Major Findings and Suggestions
5.1 Major Findings
This study aims to make a comparison of teachers’ classroom directions betweennovice teachers and experienced teachers in senior high school. Through comparingthe characteristics of two types of teachers, the merits of each type of teachers arecontrasted. And the study further finds the problems of novice teacher’s classroomdirections. The major findings of this study are as follows:
After analyzing the collected data, the result shows that the directions ofexperienced teachers and the novice teachers have similar and differentcharacteristics.
The similarities are below: First of all, the directions of the experienced teachersand the novice teachers can lead students English learning. With teachers’ directions,students can learn better in class. Secondly, both the experienced teachers and thenovice teachers use English to give directions.
The differences are as follows: Firstly, the experienced teachers use moredirections in class while novice teachers use less directions in class than theexperienced teachers. The experienced teachers are more familiar with using differenttypes of directions. The novice teachers always repeat their directions and theirdirections seem single. Secondly, the experienced teachers prefer to give directdirections rather than indirect directions. But the novice teachers like using indirectdirections to lead students. The result shows that under the experienced teachers’direct directions, students have more motive to learn English. The novice teachers’indirect directions make students felt less pressure in class. The students are moreactive to fellow novice teachers’ directions. Thirdly, the experienced teachers areinclined to use declarative sentences to give directions to students. They prefer todirectly lead students’ learning behavior. The novice teachers are inclined to use moreinterrogative sentences to give direction. Fourthly, the experienced teachers use moredirections to check students’ understanding than those of the novice teachers. Theexperienced teachers always leave time for students to understand their directions.Fifthly, the directions of the experienced teachers are clearer than those of the noviceteachers. The effect of the experienced teachers’ directions is better. The students inthe experienced teachers’ class can better understand the content of the directions.Sixthly, the tone of experienced teachers’ directions is stricter than that of the noviceteachers.
英语论文怎么写
Chapter 6 Conclusion
6.1 Summary
Based on the Krashen’s input hypothesis, the Long’s interactive hypothesis andthe Feuerstein’s teacher mediation theory, this study is conducted. With the researchinstruments of classroom observation, interview and questionnaire, this study findsthat the experienced teachers and the novice teachers have similarities and differencesin classroom directions. The similarities are below. 1) Teachers’ directions can leadstudents English learning. 2) Both the experienced teachers and the novice teachersuse English to give directions. The differences are as follows. 1) The experiencedteachers use more directions than the novice teachers. 2) The experienced teacherstend to use direct directions while the novice teachers tend to use indirect directions. 3)The experienced teachers always check students’ understanding of their directions. 4)The expression of the experienced teachers’ directions is clear than that of the noviceteachers. 5) The tone of the experienced teachers’ directions is stricter than that of thenovice teachers.
And this study finds the problems of teachers’ directions: 1) Sometimes, the toneof the experienced teachers’ direction is strict and it will affect students’ emotion. 2)The novice teachers’ directions are single. According to the result of this research, theauthor put forward the following suggestions: 1) The experienced teachers should usea soft tone to give directions to students. 2) The novice teachers should prepare morebefore class and practice more. The novice teachers should learn from the experiencedteachers.
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