Analysis Of Teacher Talk In College English Classroom Within The Framework Of Relevance Theory

Currently, great attention is increasingly paid to teacher talk in teacher-student interaction in College English classes. Teacher talk is believed as one of the crucial elements of success in classroom teaching. Focus of the previous researches is widely put on some linguistic and syntactic features. However, the present thesis has concentrated on the teacher-student interaction in form of questions and answers in College English classes, which is examined in the light of Relevance Theory proposed by Sperber and Wilson.The present thesis is divided into six chapters. Firstly the thesis introduces the background of the research, significance of the research and set-up of the research in chapter one. Secondly, it offers an overview of teacher talk and Relevance Theory in chapter two and chapter three, in which we quote three kinds of hypotheses closely related to communicative interaction, proposed by Krashen, Long and Swain respectively, and some notions plus principles concerning Relevance Theory. In chapter four, subject selection, data collection and research questions are stated together. Then chapter five, which is supposed to take the bulk of the present thesis, elaborates on analysis and discussion of teacher talk in College English classes within the framework of Relevance Theory. In this chapter, it penetrates the nature of teacher-student interaction; seeking optimal relevance between teacher and the students; ostensive-inferential communication between teacher and the students. It also seeks out the elements that affect successful teacher-student interaction from the cognitive perspective. And pedagogical implications for effective teacher talk are suggested, to which Relevance Theory supplies a very persuasive theoretical foundation. Moreover, the implications deduced from this research can serve as more constructive guidance to future teaching in College English classes as well. Lastly, chapter six is the concluding remarks, where the major analyses of teacher talk in College English classes are summarized. Limitations of the present thesis as well as the suggestion for future research are also discussed in this chapter.