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本研究主要探讨中学英语教师如何运用不同类型的动作来辅助学生的学习，主要研究结果如下如下：第一在初中英语课堂上，教师的动作有八种类型，包括加、复、改、例、例，提问、讲述、评价和延伸，其中提问和评价使用最多，延伸最少。

Chapter I Introduction

1.1 Background of the Research

Teacher talk plays an important role in school education and classroom teaching, andrelated research has been receiving much attention from scholars at home and abroad. Thequantity and quality of teacher's discourse have a great influence on the teaching result,and appropriate teacher talk is an important part of students’ comprehensible input. One ofthe remarkable features of foreign language classroom is that “language” is both the targetand the carrier, and teacher talk is the most important and direct way for students to acquireknowledge. The proper use of teachers’ discourse can create more learning opportunitiesfor students. Li Banban and Xu Jinfen (2011) pointed out that “foreign language teachersmust have a clear understanding of their language ability, otherwise some languageteaching methods will be restricted by teachers’ language level and cannot be carried out”.British linguist Steve Walsh (2011) proposed that any method to improve teaching shouldstart with classroom interaction. Front-line foreign language teachers should not only applytheoretical learning to practical activities, but also need to think and reflect on teachingtheories, so as to become reflective and expert teachers.

Therefore, middle school English teachers and educational researchers should paymore attention to the moves of the classroom discourse, which will return to theinteractivity of language teaching and optimize the English teachers’ development from themicro level. In addition, the purpose of teachers' classroom discourse is to create moreopportunities for students to participate in teacher-student and student-student interaction.However, there is rare research that focuses on the moves of classroom discourse,especially for the teachers’ moves in junior middle school English classroom. Thus, it isworthwhile to investigate the current situation of middle school English teachers’ moves inclassroom discourse.

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1.2 Purpose and Significance of the Study

In this study, the purpose is to investigate the types of middle school Englishteachers’ moves and identify the functions and problems of English teachers’ moves as partof the implementation of teachers’ strategies for facilitating students’ learning. Morespecifically, the study is to analyze how teacher utilize moves to assist students’ languageacquisition. At last, the author puts forward specific suggestions for the middle schoolEnglish teachers, hoping to be able to improve the quality of English teachers’ discourse,so as to construct harmonious interaction between teachers and students in middle schoolEnglish class.

Teacher's classroom discourse level is an important part of teacher's professionalquality (ability). To some extent, teachers' classroom discourse can reflect teachers' basicquality, teaching philosophy and the process of teachers' professional development.Therefore, teacher classroom discourse research has become an important part of teachereducation research (Cheng Xiaotang, 2009). The significance of the research mainly lies intwo aspects: the academic value of this research lies in analyzing the moves of middleschool English classroom discourse based o本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。