| This research investigates the impact of English teachers talk(TT) on students'anxiety in classroom teaching and also suggests strategies to improve teachers talk to reduce students'English learning anxiety level. And it is designed to answer the following research questions:What do students think of the impact of TT on their language anxiety? What aspects of teacher talk are believed to have caused their anxiety by students? What are the possible strategies that can be suggested reduce students'anxiety level in classroom activity?With the analysis and the findings, the researcher of the present research finds that: The impact of TT on students'anxiety is a rather complicated topic, and students show different opinion towards this topic. Generally speaking, students in the experimental class believe that they experienced high level of anxiety when they cannot understand TT; when they lack of preparation in advance; when teacher corrects their mistake while they were talking in English; when teacher randomly call students to answer her questions. Therefore, if TT is improperly delivered, it may certainly cause students'anxiety.Referential questions in Wh- form may cause very high level of anxiety on students'side. The other aspects such as insufficient wait time, teacher's improper mistake correction, comprehension of teacher's question, teacher's random nomination for answering her question, and the specific content and form of question itself may be attributed to high level of English learning anxiety.The researcher of the present research suggested that teacher should leave enough wait time for students to think questions over, should establish authentic situation to make teacher's questions meaningful, and employ more questioning strategies to improve their talk in classroom and reduce students'English learning anxiety. The limitation of the research and future research orientation were also discussed at the end of the thesis. |
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