Analysis of Teacher’s Classroom Discourse in Senior High School English Reading Teaching from Language Ability Development Perspective

Abstract

The National English Curriculum proposed in 2017 puts forward that the specific goal of senior high school English education is to cultivate and develop students’ key competencies. Language ability is the fundamental element of English key competencies. While students’ language ability development can’t be separated from teachers’ discourse. Its quality and quantity directly exert influence on students, especially in reading class, in which students take language input and language output. Therefore, this thesis attempts to explore the current situation of teachers’ classroom discourse in reading class from teachers’ discourse amount, teachers’ questioning and teachers’ feedback from the perspective of language ability. This study aims to shed lights on the current situation of teachers’ classroom discourse in reading class, and provides feasible suggestions for the teachers to use classroom discourse efficiently, so that it can serve better for reading teaching and students’ language ability cultivation.