The Contrastive Analysis of the Classroom Discourse Between Novice Teachers and Experienced Teachers
Available Online April 2018.
- https://doi.org/10.2991/mess-18.2018.34How to use a DOI?
- Novice teachers, experienced teachers, classroom discourse, quantity, questioning, feedback
- As one of the vital parts in foreign language learning, more and more researchers attached importance to the teachers’ classroom discourse. In order to improve novice teachers’ teaching awareness, we employed video transcription and interview with six subjects as a case study to find out some empirical evidence in conducting classroom discourse. The results show that there is no significant difference in the quantity of teachers’ classroom discourse yet significantly different in teachers’ questioning and feedback between novice teachers and experienced teachers. As a result, teachers are suggested to encourage the students with an increase of discourse quantity, provide more referential questions for students to output their views and offer more positive feedback to inspire them in English learning.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Fen GAO PY - 2018/04 DA - 2018/04 TI - The Contrastive Analysis of the Classroom Discourse Between Novice Teachers and Experienced Teachers BT - Proceedings of the 2018 4th Annual International Conference on Modern Education and Social Science (MESS 2018) PB - Atlantis Press SP - 187 EP - 192 SN - 2352-5398 UR - https://doi.org/10.2991/mess-18.2018.34 DO - https://doi.org/10.2991/mess-18.2018.34 ID - GAO2018/04 ER -