在高中英语教学中，教师的课堂话语是实施课堂教学的主要途径和媒介，反 映了课堂教学的过程和方式，同时也体现了教师的教学理念、方法和能力。因此， 有必要对英语教师的课堂话语进行进一步的研究。然而，鲜少有研究关注高中英 语职前教师和在职教师课堂话语的异同。 本研究旨在分析高中英语职前教师和在职教师课堂话语的使用情况及其异 同。研究问题包括：（1）在示范语、提问和反馈方面，高中英语职前教师和在职 教师的课堂话语存在哪些共性和差异？（2）影响高中英语职前教师和在职教师 英语课堂话语异同的因素有哪些？为了解决以上两个研究问题，本研究基于对话 理论、互动假设和建构主义理论，采用案例研究方法，以两名英语职前教师和两 名在职教师为研究对象，通过课堂观察、访谈以及实物收集数据。 研究结果表明：高中职前教师和在职教师在英语课堂话语上既有相似之处， 也有不同之处。在示范语方面，高中职前教师和在职教师的话语量均高于学生。 不同之处在于，职前教师的话语量往往比在职教师少。在提问方面，高中职前教 师和在职教师都倾向提出展示性问题。此外，他们经常采用追问的提问技巧和指 向集体的提问。不同之处在于，在职教师的提问比职前教师更具多样性和逻辑性， 而职前教师的提问更具互动性。在反馈方面，高中职前教师和在职教师都经常采 用积极反馈，尤其是肯定的策略。不同之处在于，在职教师的反馈更加多样化。 造成高中职前教师和在职教师英语课堂话语异同的因素各有三点。相同的因素可 以归为对话教学的难度、既定的教学目标和当前的教学环境，而影响二者差异的 因素主要是教育背景、教学经验和教学责任。基于上述结果和分析，研究者从宏 观和微观的层次提出了相关策略，希望帮助高中英语职前教师和在职教师不断优 化英语课堂话语中的对话质量，在英语课堂中实现真正的对话。

In high school English teaching, teachers' classroom discourse serves as a primary approach and medium for implementing classroom instruction, reflecting the process and approaches of classroom teaching. The use of classroom discourse implies teachers' teaching concepts, methods, and competencies. Therefore, it is necessary to conduct further research on English teachers' classroom discourse. However, few studies have focused on the similarities and differences in classroom discourse between high school English pre-service teachers and in-service teachers. The purpose of this study is to analyze the use of classroom discourse by English pre-service teachers and in-service teachers in high school, as well as their similarities and differences. Specifically, the research questions in this study include: (1) What are the similarities and differences in English classroom discourse between high school pre service teachers and in-service teachers, in terms of demonstrative discourse, questioning, and feedback? (2) What factors lead to the similarities and differences in the English classroom discourse of pre-service and in-service high school teachers? To address these two research questions, this study was grounded in dialogue theory, the interaction hypothesis, and constructivist theory, employing a case study methodology. The research participants consisted of two English pre-service teachers and two in service teachers, with data being collected through classroom observations and interviews. The research findings were presented as follows: there were similarities and differences in English classroom discourse between pre-service and in-service teachers. In terms of demonstrative discourse, both pre-service and in-service teachers had a higher amount of classroom discourse than students. However, pre-service teachers tended to talk less than in-service teachers in class. In terms of questioning, both pre-service and in-service teachers preferred to raise display questions. Additionally, they often employed probing skill and collective answer. However, the questioning employed by in-service teachers tended to be more varied and logical compared to that of pre-service teachers. In contrast, pre-service teachers demonstrated a higher degree of interactivity in their questioning compared to in-service teachers. Regarding feedback, both pre-service and in-service teachers frequently utilized positive feedback, particularly in the form of affirmation. However, the feedback provided by in-service teachers exhibited greater diversity compared to that of pre-service teachers. As for factors leading to the similarities and differences in the English classroom discourse of pre-service and in-service high school teachers, possible factors for similarities included the difficulty of dialogic teaching, predetermined teaching objectives, and the current teaching environment, while possible factors for differences can be summarized as educational background, teaching experience and teaching responsibility. Finally, the researcher proposed macro and micro strategies to improve the dialogic quality of English classroom discourse.