專家型教師與新入職教師英語(yǔ)課堂言語(yǔ)互動(dòng)特征比較研究Title:AComparativeStudyofVerbalInteractionsinEnglishClassroomsbetweenExpertTeachersandNoviceTeachersAbstract:ThispaperaimstoinvestigateandcomparetheverbalinteractionsbetweenexpertteachersandnoviceteachersinEnglishclassrooms.Theresearchisconductedwiththepurposeofexploringthedistinctivefeaturesofverbalinteractionsintermsofteacher-studentexchanges,discoursepatterns,andlanguageproficiency.Aseriesofclassroomobservations,interviews,andquestionnaireswereusedtocollectdata.Thefindingsrevealthatexpertteacherspromotehigherlevelsofstudentengagementthrougheffectivequestioningandfeedbacktechniques,whilenoviceteacherstendtoadoptmoreteacher-centeredanddirectiveapproaches.Implicationsforteachertrainingandprofessionaldevelopmentarediscussed.1.IntroductionInrecentyears,aconsiderableamountofattentionhasbeengiventounderstandingtheinfluentialfactorsinEnglishlanguageclassrooms.Oneaspectofthesefactorsisthelevelofexpertiseandexperienceoftheteacher.ThisstudyaimstoinvestigatetheverbalinteractionsbetweenexpertteachersandnoviceteachersinEnglishclassrooms.Bycomparingtheirteachingpracticesandlinguisticbehaviors,thisresearchprovidesinsightintothepotentialimpactofteacherexperienceonclassroomdynamicsandstudentengagement.2.MethodologyToconductthisstudy,amixed-methodsapproachwasadopted.Classroomobservation,teacherinterviews,andstudentquestionnaireswereemployedtogatherbothqualitativeandquantitativedata.Atotalof10Englishlessons,taughtby5expertteachersand5noviceteachersrespectively,wereobservedandrecorded.Semi-structuredinterviewswereconductedwiththeteachersaftertheobservations.Additionally,questionnaireswereadministeredtothestudentstocollecttheirfeedbackonteacher-studentinteractions.3.FindingsandAnalysis3.1Teacher-StudentExchangesTheanalysisofteacher-studentexchangesrevealedthatexpertteacherstendtoengagestudentsinmorefrequentandmeaningfulinteractionscomparedtonoviceteachers.Theyutilizeopen-endedquestions,encouragepeer-to-peerdiscussions,andprovideopportunitiesforstudentstoexpresstheiropinions.Incontrast,noviceteachersoftenrelyonclosed-endedquestionsandexhibitaone-wayflowofinformation.Asaresult,studentparticipationandcriticalthinkingarelimited.3.2DiscoursePatternsExpertteachersdemonstratemorevarieddiscoursepatterns,includingprovidingclearinstructions,explainingconcepts,andusingauthenticexamples.Theyusediverseteachingstrategiestofacilitatestudentunderstandingandpromoteactivelearning.Conversely,noviceteacherstendtoadoptamorelecture-styleapproach,deliveringinformationwithoutmuchconsiderationforstudents'comprehension.Thislecture-styleteachingdiscouragesstudentengagementandinteraction.3.3LanguageProficiencyExpertteachersexhibitahigherleveloflanguageproficiency,whichpositivelyimpactstheirverbalinteractionswithstudents.Theydemonstratearichandauthenticuseofvocabulary,grammar,andidiomaticexpressions.Ontheotherhand,noviceteachersmaystrugglewithlanguageaccuracyandfluency,leadingtolesseffectivecommunicationandreducedstudentcomprehension.4.ImplicationsTheidentifieddifferencesinverbalinteractionsbetweenexpertteachersandnoviceteachershavevariousimplicationsforteachertrainingandprofessionaldevelopment.Noviceteacherscanbenefitfrommentorshipprogramsandongoingsupporttoenhancetheirinstructionalskillsandcreateamorestudent-centeredlearningenvironment.Languageproficiencyimprovementprogramsshouldbeprovidedtonoviceteacherstoincreasetheireffectivenessintheclassroom.Additionally,teachertrainingprogramsshouldfocusonpromotingeffectivequestioningandfeedbackstrategiestoengagestudentsactivelyinthelearningprocess.5.ConclusionThisstudyprovidesacomparativeanalysisofverbalinteractionsbetweenexpertteachersandnoviceteachersinEnglishclassrooms.Thefindingsdemonstratethatexpertteachersemploymorestudent-centeredapproaches,promotestudentengagement,utilizediverseteachingstrategies,anddemonstrateahigherleveloflanguageproficiency.Incontrast,noviceteachersoftenrelyo