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A Comparative Study on Classroom Instruction between a Proficiency Teacher and a Novice Teacher in Junior English Class Abstract Classroom instruction, an essential element in second language teaching, can influence students’ understanding and class activities. In Junior English class, efficient instruction contributes to teaching results and students’ language learning effect. This paper studies the differences on classroom instruction between a proficiency teacher and a novice teacher who teach the same class in Grade Seven of a junior school. By observing and recording six lessons given by the two teachers, their classroom instructional words were recorded for analysis. At the same time, the students’ responses for the effectiveness of the instruction were examined by six mini-tests, as well as short interviews. At the end of the study, the teachers were interviewed to give their points of view on classroom instruction. The result shows that classroom instruction does differ between a proficiency teacher and a novice teacher, and the students’ response and acceptability also vary. Based on all of these, suggestions for the teachers are given to make instruction more effective.51637
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Keywords: a proficiency teacher; a novice teacher; comparative study; classroom instruction
熟练教师与新晋教师在初中英语课堂指令上的对比研究
摘要作为二语教学中的一个重要因素，教师的课堂指示语会影响学生的理解和课堂活动。在初中英语课堂中，有效的教师教学指令能提高教学效果，促进学生语言学习。本文对比研究了一名成熟教师和一名新晋教师在课堂指示用语上的差异，两人授课于初中七年级同一个班级。通过对六节英语课堂的观察和录像，本文对两位教师的课堂指示用语开展分析。同时，为检测课堂用语对学生的效果，本文设计了六项课后小测验，并对学生进行随机采访。在实验的最后，两名教师应邀受访，谈论他们对教师课堂指令的观点。结果显示，成熟教师和新晋教师的课堂指令的确有所差异，学生的反应和接受度也随之不同。基于以上讨论，本文给教师提出能让课堂指令更有效的建议。
毕业论文关键词：成熟教师；新晋教师；对比研究；课堂指示用语
Contents
1. Introduction 1
2. Literature Review on Classroom Instruction 3
2.1 The Definition of Instruction 3
2.2 The Classification of Instruction 3
2.3 The Principles of Classroom Instruction 4
2.3.1 Make Instruction Simple and Clear 4
2.3.2 Give Instruction with Some Aids 5
2.3.3 Check Students’ Understanding of the Instruction 6
3. Methodology 8
3.1 Participants 8
3.2 Research Method 8
3.3 Procedure 9
4. Results and Discussion 11
4.1 The Differences of CI between a Proficiency Teacher and a Novice Teacher 11
4.1.1 The Teaching Case of the Proficiency Teacher 11
4.1.2 The Teaching Case of the Novice Teacher 13
4.1.3 The Comparative Results of the Differences between the Two Teachers 15
4.2 The Students’ Response and Acceptability 16
4.2.1 The Result from Mini-tests 16
4.2.2 The Result from Interviews 19
4.3. Discussion 20
5. Conclusion 23
References 24
Appendix 26
Appendix 1 Class Flashes (Excerpt) 26
Appendix 2 Mini-tests 31
Appendix 3 The Results of Mini-tests 33
1. Introduction