A Study Of Teacher Talk In English Reading Demonstration Classes In Senior High Schools

At present,being one way of students’knowledge input,teacher talk has played a significant role in senior high school English reading teaching.Some previous literature research has proved that teacher talk in China still focuses on the research of regular English reading classes in college and junior high schools.However,it is not that available to find relevant research on teacher talk in English reading demonstration classes,especially in senior high schools.By analyzing teacher talk in reading demonstration classes in senior high schools,this thesis tries to reveal some current situation of teacher talk in reading demonstration classes so that teachers can better promote the effective reading teaching in senior high schools.Based on Krashen’s Input Hypothesis Theory,Long’s Interaction Hypothesis Theory,and Bakhtin’s Dialogue Theory,this research regards ten teachers’reading classes as its subjects in the videos of the 11^th National Senior High School English Teaching Demonstration in 2018.Through the transcription and analysis of ten demonstration classes,this study specifically concentrates on the features,the current uses,and problems of teacher talk.Three questions are tried to be proposed:1.What are features of teacher talk in the amount of teacher talk,questioning,giving feedback in English reading demonstration classes in senior high schools?2.What are the current uses of teacher talk in narration,explaining language points,interaction with students,organizing activities in English reading demonstration classes in senior high schools?3.What are the problems of teacher talk in English reading demonstration classes in senior high schools?The results illustrate that in the videos of the 11^th National Senior High English Teaching Demonstration:1.teacher talk time is more than the amount of student talk,with covering 53%.Teacher talk still dominates while student talk,to some extent gets restricted.Concerning teacher questioning,teachers tend to ask more referential questions than display questions,which takes up for 60.8%.More“wh-”questions are adopted,which indicates that teachers consciously guide students to think critically in reading demonstration classes.As for feedback,English teachers give students more positive feedback with variant types.2.Among the current uses of teacher talk in narration,explaining language points,interaction with students,organizing activities,interaction with students occupies the most frequent use of teacher talk,which shows teachers concentrate on students’communication.3.In senior high English reading demonstration classes,teacher talk remains problems like inauthentic situation,redundant lead-in talk,unclear teaching orders,and poor spoken English of teachers.In terms of the research,some suggestions are provided:1.English teachers should properly reduce their talk time and provide students with more chances to practice the second language.More referential questions should be asked by teachers to guide students to facilitate language output and deep thinking.Students should be given more positive feedback in order to strengthen students’confidence.2.Teachers should pay attention to having more interactions with students so that students are able to actively participate in communication.3.Teachers are supposed to create authentic situation of teacher talk,simplify lead-in teacher talk,clarify teaching orders,and improve oral English oral practice to facilitate teachers’professional competence as a whole.