An Empirical Study Of Teacher Talk In ELT Class Of Senior High School In The New Curriculum Reform

Discourse analysis has become a topical focus in the field of linguistics and educationalists. Many scholars have carried out a number of empirical studies on teacher talk in the English classroom. However, their research on teacher talk has largely focused on college English language instruction in the local classroom contexts. Few studies have been conducted to examine senior high school English classroom, fewer to examine the discourse model, interaction questioning and feedback of typical classes. Nowadays new curriculum reform in senior high school is being carried out heatedly. Even fewer studies have been carried out from this perspective.New curriculum reform in senior high school has been started off.The key to achieve the target of new curriculum reform lies in the teachers. English teachers confront the new challenge. Meanwhile, this is also a good opportunity of improving English teachers'language quality. English teacher should emphasis the teaching ideas, thoroughly carry out the new curriculum reform concept, change traditional teaching model,enhance the English teachers'language sensitivity and perfect teacher talk. So, the study focuses on discovering the features of teacher talk in senior high school in the new curriculum reform. At the same time, the writer want to find out the effective way of teacher talk, in order to help teacher perfect teacher talk, improve class interaction, promote students language acquisition. If so, other teachers can get some suggestions and references from it.This study is based on the following theories:(1 Comprehensive input hypothesis of Krashen; (2)Long's interaction hypothesis;(3) Discourse analysis. The writer chose 3 teachers of local school as research samples,and adopted the ways of class observation and recording. And then the author made a number of comparative analyses on the teacher talk of English teaching classes before and after new curriculum reform. The author also gave out questionnaires which are for students to 186 students in the 3 teachers'classes,and questionnaires that are for teachers in the school.The findings of this study provides us with some useful insights:the higher demand of new curriculum reform in senior high school is a bigger challenge for English teachers. Traditional teaching modal is changing, and teachers'role is changing, too. Teachers are more sensitive to their teacher talk. The quality and quantity are changed. There are also some differences in strategies of questioning, explaining and feedback. Thus the study demonstrates that the new curriculum reform in senior high school has a big effect on the teachers'teaching model, teacher talk's quality and quantity, interaction, questioning, assessing and so on. English teachers are making their efforts to improve themselves and meet the challenge. They are trying new teaching models to arouse students'interests of learning English, and integrating multi-dimension teaching aims to achieve a more effective teaching results.There are five chapters in the thesis. Introduction is generalized in chapter One. The author,first of all, briefly introduces the background information of this study, research aims, and the thesis'structure. Chapter Two is literature review. The rough research situations at home and abroad are expressed and the three theories related to teacher talk are also mentioned in this part.In Chapter three, the author states new curriculum reform of senior high school,the relationship between new curriculum reform of senior high school and teacher talk, the classification and function of teacher talk. In chapter four the empirical study is carried out. The comparative experiments before and after new curriculum reform in the senior school are designed. After the author's analysing the collected data, conclusion is drawn that the new curriculum reform of senior high school has a big effect on the teachers'teaching model, quality and quantity of teacher talk, interaction, questioning, assessing and so on. Chapter five is the last part of the thesis, some limitations are put forward. The author also hope that overall and more accurate results would be obtained in the future research.