Analysis of the Impact of Teacher's Classroom Discourse Strategies on Students' Second Language Acquisition Level Based on Fieldwork Method

Abstract

In the context of globalization and multiculturalism, the importance of second language acquisition (SLA) has become increasingly prominent. However, there is still insufficient research on the influence of teachers' classroom discourse strategies on students' SLA levels. This paper aims to provide empirical support for improving SLA teaching quality by analyzing the influence of classroom discourse strategies on students' second language acquisition levels. Through in-depth analysis of the correlation between teachers' classroom discourse and SLA, combined with corrective feedback, ZPD (area of proximal development), scaffolding teaching, Krashen's input hypothesis, and Swain's comprehensible output hypothesis, this paper takes English classroom teaching records as an example to discuss in detail the performance and role of teachers' discourse in second language acquisition. It is found that teachers' classroom discourse strategies not only directly affect students' language learning, but also play a key role in improving students' language ability. Based on these findings, this paper proposes strategies to improve the quality of SLA teaching by promoting interactive discourse, integrating real language use, and providing effective feedback. These insights and recommendations have important implications for better understanding and utilizing teachers' classroom discourse strategies to facilitate students' second language acquisition.