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ns.This study will investigate how English teachers in junior high school usedemonstration,questioning,and feedback in classroom discourse,and the impact onstudents’behavioral,cognitive,and emotional participation.

Chapter 2 Literature Review

2.1 Definitions of Key Words

2.1.1 English Teachers’Classroom Discourse

Discourse generally related to what people write or say.Discourse is the term usedto describe language-mediated communication by itself.Classroom discourse refers tothe discourse within a classroom,involving both teachers and students.Teachers’classroom discourse has both narrow and broad meanings.Teachers’classroomdiscourse refers primarily to the discourse used by teachers in the classroom to organizeand teach students,i.e.,the discourse of teachers at school.The discourse that Englishteachers create in the classroom-mostly in English and their native tongue-during themanagement and implementation of English instruction is referred to as Englishteachers’classroom discourse.

There are many different interpretations of teachers’classroom discourse.Someforeign scholars have paid attention to teachers’classroom discourse for a long time.Cook(2002)viewed teachers’classroom discourse as the instructional language utilizedto structure classroom teaching,primarily focusing on the discourses sent out by theteacher instead of the student.According to Long,teachers’classroom discourse servesas a tool for organizing and implementing teaching and learning activities for thestudents(qtd.in Yang Dan 2020).Richard(2000)argued that teachers’classroomdiscourse consists of the language utilized by the teacher,which plays a vital role in the student’s acquisition of the target language.

2.2 Previous Study Abroad and at Home

The classroom serves as the principal platform for students to acquire and exerciseforeign languages,and teachers use the target language in the classroom for classroommanagement and the implementation of teaching and learning activities to ensurestudents’input of the target language and mobilize students’motivation for languageoutput in the classroom.Studying foreign language teachers’classroom discourse issignificant to both learners and teachers.This study of classroom discourse has longbeen one of the hot issues in educational studies at home and abroad.In foreignlanguage teaching research,scholars have extensively researched teachers’classroomdiscourse from many perspectives.Foreign study started relatively early and is moresystematic and systematized;China’s study of English classroom discourse started late,and it has been developing towards systematization and scale in recent years.

2.2.1 Studies on Teachers’Classroom Discourse Abroad

The first investigation into teachers’classroom discourse was carried out in aforeign country.Since the 1950s,western language teaching circles have begun to studyteachers’classroom discourse.Harris(1952)pointed out in Discourse Analysis SpeechAct Theory that language is in coherent discourse,not in fragmented words or sentences,and this point of view opened the preface to the investigation of teachers’classroomdiscourse in the west.

Chapter 3 Methodology....................................28

3.1 Research Questions...............................28

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