Proceedings of the 2018 4th Annual International Conference on Modern Education and Social Science (MESS 2018)

The Contrastive Analysis of the Classroom Discourse Between Novice Teachers and Experienced Teachers

Authors
Fen GAO
Corresponding Author
Fen GAO
Available Online April 2018.
DOI
https://doi.org/10.2991/mess-18.2018.34How to use a DOI?
Keywords
Novice teachers, experienced teachers, classroom discourse, quantity, questioning, feedback
Abstract
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.
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Proceedings
2018 4th Annual International Conference on Modern Education and Social Science (MESS 2018)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
April 2018
ISBN
978-94-6252-526-9
ISSN
2352-5398
DOI
https://doi.org/10.2991/mess-18.2018.34How to use a DOI?
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  - 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  -