Influence Of Teacher Talk Strategies On The Second Language Learners' Acquisition

Teacher talk , as the main aspect of teachers'behavior , plays a critical role in the language teaching and learning in class, for it serves not only as a tool of accomplishing teaching goals, but also as a resource of students'acquiring comprehensible second language input. During the process of language learning , teacher talk is the most abundant and reliable resource of comprehensible second language input. And efficient second language input counts on not only teaching material as well as course arrangement , what's more important is depends on good chances of language input, which is why we should take close notice of interaction between students and teachers, checking whether this interaction is at the best time , whether it is a proper combination of language input and output , whether it can promote students to turn their input into intake. Therefore , research in classroom teacher talk provides us not only ideal perspective of exploring real classroom but also aspiration that how to guide students to participate in class activities and exchange information each other along with express ideas , through which teachers can assist students their language learning .Talk strategy refers to the way the language is properly used to achieve certain end. In classroom ,in order to improve quality and effect of teaching and facilitate students'learning , some teacher talk strategies will be used by teacher to strengthen the interaction between teacher and students.At present there has many researches on TT, most of which is about the analysis and description of all kinds of phenomena about TT without considering students'learning need, especially fewer are about influence of TT strategies on learners'learning. In this article only six aspects of TT strategy are taken into consideration : the amount of TT, teachers'questioning , turn-taking , meaning negotiation and verbal modification, feedback and the amount of native language . so this article will choose the major English course of non-English learners——integrated English to investigate how TT in Integrated English classes in China affects English language learning. To provide empirical evidence to teachers what types of TT would be beneficial to learner's language learning and therefore would be employed in classroom teaching, an investigation was made in inner Mongolia normal university. Six teachers teaching non-English major Integrated English course and 180 students are involved in this study. The teachers'teaching processes were tape-recorded and transcribed into written materials to be used for analysis. Meanwhile , both the students and teachers were asked to respond to the questionnaire on TT. The findings are summarized as follows: the amount of teacher talk in class is too much , when questioning , teachers tend to ask students display questions rather than referential questions and there is little time given to students to respond. During class turn-talking , teacher always pass the turn to the students , giving the students much opportunity to take part in class. In order to facilitate interaction between teachers and students , teacher always employ meaning negotiation and verbal modification .when giving feedback , teachers prefer positive feedback as opposed to negative feedback, as regard to error correction , self-repair and paraphrase are beneficial to students'learning especially their target language output.In this research , teachers involved have little knowledge about teacher talk strategy and they seldom have strong awareness of using TT strategies. Based on the problems of TT in Integrated English classes , some suggestions are put forward .1 ) teachers should increase learners'target language output , giving learners a lot of opportunities to practice their target language to shift the teacher-centered classroom into students–centered classroom . 2) more referential questions should be asked and more question waiting time should be given to students .3) proper strategies of turn-taking should be employed , that is , more turn should given to students. 4) when meaning negotiation , more confirmation check and clarification request should be used .together with them, verbal modification have efficient impact on learners'language learning . 5) when giving feedback , positive feedback is more beneficial to learners'leaning and about error correction , paraphrase an self-repair are preferential .6)the amount of native language should be proper. In the end of this article , some limitations and suggestions for the future research are discussed .