A Study On Features Of Teacher Talks In Lead-in Of English Classes In Junior High School ——Taking The 13th National English Teaching Observation Classes In Junior High School As An Example

In the Chinese English classroom,teacher talk is used not only to organize the classes but also to teach lessons.It is an important source of learning English for Chinese students.The lead-in is the first stage of the class,the design of which is directly related to the teaching effect.However,the implement of lead-in usually relies on the proper teacher talk.Therefore,this research analyzes the characteristics of teacher talk in the lead-in and then puts forward some advice for teachers.In this research,15 English classes were selected as research samples from the13 th Junior High School English Observation Classes sponsored by Beijing Normal University.The following two questions are proposed to be answered through research:1.What are the characteristics of teacher talk in the lead-in of junior high school English classes?2.What are the functions of teacher talk in the lead-in of junior high school English classes?This study uses classroom observation to study the characteristics of teacher talk in the lead-in of English classes.The results are as follows:Teacher talk has the following characteristics: in terms of the quantity of teacher talk,teachers can produce a reasonable amount of discourse within a scientific time;in terms of classroom instruction,the most common type of sentence used by the teachers is the imperative sentence,which occurs with words such as “OK”,“please”or interrogative sentences before and after the sentence to ease the strong tone;in terms of the teacher talk structure,teachers can skillfully manipulate turn-talking strategies,which are mainly reflected in the frequency and diversity of teacher talk structures;in terms of teachers’ questions and feedback,reference question and positive feedback account for a large proportion.As for the functions of lead-in,it was found that in order to attract students’ attention,teachers will give classroom instructions to persuade students to act and tend to use reference questions and more complex and diverse discourse structures to communicate with students;in order to clarify teaching goals,teachers will clarify it at the beginning or end of the lead-in;teachers choose the content closely related to the theme of the class to lead in;to create a good atmosphere,teachers prefer to use imperative sentences and interrogative sentences to give instructions,and give feedback to students in a positive way.Based on the research results,the following teaching suggestions are given:teachers should control the amount of teacher talk within a reasonable time in case to reduce the effective teaching time;teachers try to use interrogative sentences to give instructions and pay attention to the tone of voice of imperative sentences,so as to avoid creating a depressing and tense classroom atmosphere;teachers can also use more complex and diverse discourse structures to carry out meaningful communication with students;moreover,teachers should use more positive feedback and increase the use of discourse feedback to increase students’ self-confidence,and conduct meaningful negotiation and dialogue with students.