Abstract

 

Junior middle school English class is an important way to pass on knowledge to students. In recent years, on the basis of the regular class teaching, teachers and their students’ interactions have promoted the communication and exchanges between them. However, new problems have gradually emerged. For example, how to communicate effectively with students and whether it can bring effective English learning to students. 

This study is conducted with methods of classroom observation and discourse analysis. First of all, the dissertation introduces the research background and significance, and then makes a comprehensive review on the research both at home and abroad, exploring the existing problems of the classroom negotiation discourse. What’s more, the researcher introduces research questions, research methods and research subject. Then, the researcher uses the records of classroom discourse analysis to deal with concrete problems and with the discourse to explore the relationship between teachers and students, putting forward the following strategies: abundant use of open questions, effective use of the negotiation strategies, etc. The researcher concludes in the last chapter with the solutions to improving the relationship between students and teachers. 

 

Key words: social perspective; Junior high school English class; teachers and students;  negotiation discourse 

 

Contents

中文摘要

Abstract

1.Introduction……………………………………………………………………1

1.1Research background…………………………………………………………...1

1.2Research purpose and significance……………………………………………..1

2.Literature Review……………………………………………………………2

2.1 Previous studies abroad…………………………...…………………………....2

3. Social culture .........……………….………...................…………..................…4

3.1The definition of social culture.............................................................................4

3.2 Activity theory.....................................................................................................4

4. Research Design………...……...…………………….………………………....5

4.1 Research subject……………………………………………………………….5

4.2 Research questions....………………………………………………………….6

4.3 Research methods.…………………………………………………………...6

4.3.1 Classroom observation…………...…………………………………….6

4.3.2 Discourse analysis …………………………………………………………6

5. Data collection and analysis……...………………...................……………7

5.1 Teacher-student activity ....................................................................... 7

5.1.1 Open and close questions……………………..................…………………...7

5.1.2Turn-taking .........................................................................9

5.1.3 Feedback..................................................................................................10 

5.2 Student-student activity .......................................................................11

6. Conclusion…………………………………………………………………….12

6.1Major findings...........................................................................................12

6.2 Strategies for students’ equal right....................................................................13

References………………………………………………………………………...15