A Case Study On Teacher Talk Between Expert And Novice Teacher In English Classroom Of Senior High School

Teacher talk is not only a tool for teachers to implement classroom teaching,but also one of the important sources of input for students' target language.Walsh points out that language teachers can improve their teaching practice by developing a deeper understanding of classroom discourse,especially by focusing on the complex relationships among language,interaction and learning(3).This view indicates the importance of teacher talk in teachers' daily teaching practice and future professional development.In recent years,great achievements have been made in the study of teacher talk at home and abroad.However,most of the relevant studies have focused on the normal or competition classes of college English.In view of this,the study of teacher talk in senior high school English classroom is very urgent and necessary.This study takes the Input Hypothesis of Krashen,Interaction Hypothesis of Long as well as Output Hypothesis of Swain as the theoretical basis,aiming to investigate the talk of two English teachers(one expert teacher and one novice teacher)in the first year of senior high school in Bazhong Middle School by classroom observation,questionnaire and interview.The qualitative and quantitative comparative study of teacher talk mainly involves three dimensions: the amount of teacher talk,types of questions and characteristics of interactional modification.The research results show that:(1)the average amount of teacher talk of the novice teacher is more than that of the expert teacher,and it is also higher than the novice teacher's students,while the average amount of teacher talk of the expert teacher is lower than that of his students.In different parts of teaching contents,the proportion of the two teachers' talk time in whole teaching time is different.In the part of teaching background knowledge and listening and speaking,the expert teacher talks more than the novice teacher,while in the part of vocabulary,reading,grammar,writing,summary and testing,the latter talks more than the former.The main reason for these differences lies in the two teachers' different education concepts.(2)The expert teacher asks more questions than the novice teacher;the two teachers' display questions are more than referential questions,but the expert teacher proposes more referential questions than the novice teacher.The main reason for these differences is that the expert teacher attaches more importance to the authenticity of language,students' classroom participation and teacher-student interaction than the novice teacher.(3)In terms of interactional modification,both teachers use comprehension checks extensively,but there is a significant difference in the number and proportion: the number and proportion of comprehension checks of the novice teacher is much higher than the expert teacher;the two teachers use the same number of confirmation checks,but that of clarification requests only appear in the class of the expert teacher.The main reason for this difference lies in the fact that the novice teacher places particular stress on controlling classroom,while the expert teacher pays more attention to students' feelings and increasing opportunities for students' language output,especially encourages students to conduct in-depth analysis.