高中英語教師課堂的話語分析

作者簡介：張婧（1987—），女，漢族，哈爾濱市人，單位：哈爾濱師范大學外國語言學及應用語言學專業，研究方向：語用學。

Abstract： In the class，the teachers discourse is not only the main medium of transmission of information to students，but also the important means to conduct and control students behavior.Therefore the study of teachers discourses helps to understand the real situation of classroom teaching，improving classroom teaching.This paper，based on the theory and the fact that a number of active samples of high school teachers in promoting effective language comprehension，acquisition and practice，illustrates the significance of the teachers appropriate discourses in English teaching process.

Key Words： teachers discourse；English class；feedback

1.Introduction

Teachers discourse research is an important aspect of classroom research，which began in the 1970s.Teachers discourses are the most commonly used and most effective interaction between teachers and students.Teachers discourses transfer information and an important channel to obtain feedback from teaching and learning.That is to say，effective discourses can maintain and improve the students interest in learning English and creative thinking and language ability.Discourse feedback serves as emotional support in order to give affective support to the learners and help the classroom interaction to move on.

2.Teachers Discourses

2.1lesding-up Part

This part is an important first impression for students to learn the new lesson.The positive teachers discourses improve the interesting of students and inspire students to follow their teacher tensely.At the beginning of the class，teachers always say something greeting，such as “hello，boys and girls” and about the background of the new lesson or review something we had learnt last class.Example1：T：Do you know Mark Twain？Ss：Yes.A writer.T：Do you know where Mark Twain came from and his work？Ss：…T：Ok，Firstly，let me introduce Mark Twain this famous American short story writer….This is a clear and familiar leading-up.The aim is to lead students to think following the teacher naturally and fill up the gap between the original knowledge of students and the background of text.

Example2：T：Good morning，boys and girls.Have a nice weekend，will you？Ss：Yes，sir..T：Ok.Who can tell me which part we have learnt last week？Any volunteer？S1：We have learnt the frustrated experiences of Mark Twain in California.T：Well done.Sit down，please.Now，what we are going to learn？How will his destine go along？Turn to page…（Teachers monologue）The teacher uses the strategy to awake the memory of the last part，in order to both review the learnt part and link to the next part.Example3：T：I have a story.Are you interested in it？Ss：Yes.T：There is a famous American short story writer.He is one of the most productive short story writers.He experienced the…（Mark Twain—Mirror of America，Advanced English Book 1）Through a story about the author of text，this is a good way to present the new lesson. 　　2.2Summary Part

At the last，the teacher should summary the core content they have learnt.Example1：T：Now，we have learnt “Mark Twain—Mirror of America”，what have you remembered？S1：His legendary experience.I adore him very well.S2：The rhetoric he used.The unique black humor.Sn：…T：All of them said very well.We learnt the rhetoric，his humor …When the student summarizes the text，he is reviewing and sublimating.For the other students，they are also thinking over.

If nobody wants to stand up to answer，Example2：T：Now，we have learnt “Mark Twain—Mirror of America”，We learnt the different figures of speech，did not we？Who can give us an example？S1：…T：We learnt his humor？Who can give us an example？S2：…On the one hand，his part will help students review they have learnt.On the other hand，it may sublimate the original knowledge in students mind or revise something incorrect.

2.3Teachers Feedbacks

It is one of the content of teacher discourse to respond students performance and make evaluation and feedback.Nunan（1991）thought that the positive feedback for learners not the only ensure to complete the task，and its praise and approvement，can enhance students motivation in learning.It is easy to say that the more positive feedback will be needed，which can strengthen the students good behavior.

Eg：Well done，Excellent and Thats all right and so on，the teacher appreciate answers correctly and improve students learning enthusiasm.Teachers can use “oh，great，great.Okay，thank you.Very smart” and so on to show compliments.However，teacher should use target discourse to feedback the answers of students，such as，“Pretty good.I agree with you.I agree，thats the right answer.To be more exact，its blues.Yes，Japanese characters，it is really a miracle.Well done”.

3.Conclusion

The teacher is like an organizer.Teachers should be positive thinking to bring the initiative to improve the effectiveness of their own discourse input.Students feel relaxed and happy to immerse in the English environment leading by teachers.The discourse is treated as one channel for teacher to impart knowledge，organize instruction and maintain the discipline in the English teaching.The effective discourses have great effective encouragement for both the teachers and the students.The teachers discourses in the class are not only influence the students learning English but also show exemplifications for the students.（作者單位：哈爾濱師范大學）

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