A Discussion And Analysis On Teacher's Talk In College English Integrated Course

Former literatures on Foreign Language Teaching (FLT) demonstrate that the teachers and researchers in foreign language field haven't attached much importance to foreign language teaching in classroom. In recent years, a few theses on foreign language teaching in classroom and teachers have been published in China's main foreign language periodicals, mainly on western theory and summary. Only few theses are on teacher's language in classroom. These researches provide some instructions and references for English teachers. But most of them only focus on general descriptions and collecting scrappy materials. There is lack of systematic research. This thesis analyzes college English Teacher's Talk generally and systemically throughthe classroom context theory.In 2004 Seedhouse first put forward a new theory of classroomresearch------classroom context. Teachers should organize turn taking andsequence based on teaching objective. When the pedagogical focus varies, the organization of the interaction is different. It is necessary for teachers to organize turn taking and sequence with their own basic pedagogical focus. According to this theory, the classroom contexts can be divided into four different contexts: form-and-accuracy context, meaning-and-fluency context, task-oriented context and procedural context. In this thesis, from this new aspect, the author analyses the college English Teacher's Talk by using the theories of the classroom contexts and classroom interaction. The purpose of this paper is to analyze the features of teacher's talk and to find the problems by analyzing Teacher's Talk and to try to put forward some valuable suggestions to improve the quality of college English teacher's talk and the level of college English teaching, so that more and more qualified foreign language learners will be trained.