Abstract

 

As the target language of English teaching, English teacher talk is not only the carrier of classroom interactions between teachers and students, but also an important part of English classroom teaching. Therefore, the proper use of teacher talk is of great significance to English teaching and students' English acquisition.

Based on the theory of language output and input, this dissertation analyzes the deficiencies in the process of English class teaching from different perspectives, which are quantity, quality and feedback of teacher talk. After the study and analysis of teacher talk, it is revealed that teachers suffer from lengthy, less genuine and inflexible utterances, poor communication and insufficient feedback. 

In view of the above findings, some suggestions are made in the hope of improving teacher talk, which can be divided into six parts: controlling the quantity of teacher talk, using concise and effective words in classes, considering students’ current levels, using accurate and flexible words, engaged in more meaningful interactions in classes and giving feedback timely from students.

 

Key words : teacher talk; junior middle school English; class teaching

 

Contents

中文摘要

Abstract

1.Introduction…………………………………………………………………1

1.1Research background…………………………………………………………1

1.2Research purpose and meaning………………………………………………2

2.Literature Review……………………………………………………………3

2.1 Previous studies abroad…………………………………………………...3

2.2 Previous studies at home………………………………………………....5

3. The Current Situation of Teacher Talk in Junior Middle School…………6

3.1 Quantity of teacher talk…………………………………………………….7

3.2 Quality of teacher talk……………………………………………………...9

3.3 Insufficient feedback of teacher talk………………………………………… 13

4. Strategies for Improving Teacher Talk in Junior Middle School………14

4.1 Quantities of teacher talk………...........................……………………………14

4.1.1 Producing concise and effective utterances ..............................……………14

4.2 Qualities of teacher talk…………….................................……………………15

4.2.1 Considering students’ English proficiency………………….....……………15

4.2.2 Using accurate and flexible words ................………………………………16

4.2.3 Engaged in meaningful interactions...........................………………………16 

4.3 Giving feedback timely from students......................................................……17

5. Conclusion……………………………………………………………………17 

References……………………………………………………………………19