An Empirical Study on the Effective Discourse Function of Teachers

Based on the different categories of teachers’ discourse in college English intensive reading classes, the characteristics of teachers’ discourse in college English intensive reading classes can be categorized into two parts: formal characteristics and functional characteristics. Next, the Dirichlet distribution is applied to define and encode the formal definition of the task on the teacher discourse of college English intensive reading classes. Subsequently, it was further preprocessed and metrics and parameters were set to complete the construction of LDA topic segmentation model for effective discourse functions of teachers in college English intensive reading classes, and then the constructed model was used to conduct empirical research on teachers’ discourse functions. The results show that the evolution of teachers’ discourse data volume in college English intensive reading classes is divided into two life cycles: the first life cycle experienced the process of initial (56 in the first period)-explosion (669 in the 3rd period)-decline (49 in the 6th period), and the second life cycle took period 7 as the initial phase (77), which changed to an explosive phase (218) in period 9, and finally began to decline in period 10 (129), ending the second thematic discussion with initial – climax – decline. This study provides a better understanding of the quality and effectiveness of teacher discourse, improves teacher-student classroom relationships, improves teaching methods, and realizes an efficient English classroom.