An Investigation And Analysis On Teacher Talk In EFL Classroom Context In Senior High School

English teacher talk (TT) is one of the most important sources of language input for senior high school students. How teachers carry out their talk in the classroom influences students'language acquisition. This study aims to explore the present state of teacher talk of expert teachers, proficient teachers and novice teachers in senior high schools and analyze their differences and effects on students'language learning from the following four aspects:the amount of teacher talk, types of teacher questions, interactional modifications, teachers'feedback and ways of error correction. The study was carried out by means of recording and transcription, classroom observation, interviews and questionnaires. Based on the analysis of the data from the transcription of the recording and from the questionnaires, the author tries to answer some questions posed in the study:1) What is the amount of teacher talk and student talk of different kinds of teachers?2) How frequent are display questions and referential questions in EFL classroom discourse given by different kinds of teachers—expert teachers, proficient teachers and novice teachers?3) What are the frequency distributions of comprehension checks, confirmation checks and clarification checks given by the three kinds of teachers?4) What are the frequency distributions of praises and error treatment given by the three kinds of teachers?The study finds out there are some differences in the four aspects mentioned above.For example:the amount of TT given by proficient teachers and novice teachers is more than that of expert teachers. The frequency of referential questions and clarification requests given by proficient teachers and novice teachers is lower than that of expert teachers. As to treatment of error, the frequency of students' self-repair given by proficient teachers and novice teachers is also lower than that of expert teachers.The author believes that research of TT of different kinds of teachers is of great significance and hopes that this study can attract more teachers and scholars' attention to TT of different kinds of teachers in senior high school.