A Case Study On Teacher Talk In Excellent Junior Middle School English Classrooms

In China, nowadays, English language teaching(ELT) classroom is still the main place in which most middle school students learn English. Teacher Talk(TT) is used throughout the whole process of classroom teaching. TT is not only a medium for teachers to carry out the teaching plan, but also the main source of language input. It plays an important role in helping language teachers organize the classroom teaching and helping the students learn English. So studying TT is meaningful.In China, there's few research on TT in excellent junior ELT classrooms. So on the basis of the researches on TT in the West and China, this study analyzes the situation of TT in excellent junior ELT classrooms of Shanghai in the year of 2009.The study is based on the second language acquisition(SLA) theories:Krashen's comprehensible input hypothesis, Swain's comprehensible output hypothesis, and Long's negotiation of meaning theory. The data is collected and analyzed through observing the video recordings and changing the video recordings into written words. The study mainly studies and discusses the aspects of questioning, interactive modification and negotiation of meaning, and feedback of TT.The study is intended to reveal the features of the TT' questioning, interactive modification and negotiation of meaning, and feedback of excellent junior ELT classrooms, and to offer a chance for the middle school teachers to know the situation of TT in excellent junior ELT classrooms and learn from them. The writer of this study wishes the English teachers of middle schools to pay more attention to their own TT in English classrooms and try to improve it, thus improving the students' SLA. I believe this study is an useful supplement of the study of TT, and offers a new visual angle to the evaluation and development for English teachers in junior middle schools.