Investigation And Research On Teacher Talk In Interactive English Class

To the majority of our students, English class is the main site for them to gain access to English and use language. Teacher talk affects the quality and quantity of classroom teaching and even determines its success.At present, China's secondary school English teachers spend a lot of energy and time in exploring the use of teaching methods, and pay little attention to the quality and quantity, content and format of teacher talk. Most English teachers have a great blindness and subjectivity in using the medium of instruction. They even have no ability to consciously adjust their own medium of instruction or lack understanding and sensitivity of the effective use of teacher talk. Therefore, the analysis and research about the teacher talk in English class is of great significance.This investigation conducts survey of 3 English teachers (an eldly , a middle-aged , and a young) from Wenzhou Middle School. By observation, recording, taking notes and analysis as well as interviews of some students and from the two perspectives of classroom observation and student refect , this paper makes a three-dimensional analysis of teacher talk. That is, (1) the quality and quantity of teacher talk; (2) classroom questions, including the types of questions (display question, reference question) , the point of question (chorus answering, volunteering , nominating ) and waiting time;(3) interactive adjustment; (4) feedback (including error types and error correction methods and classroom feedback). After focusing the analysis on the use of teacher talk of the 3 investigated teachers , this paper put forward some teaching assumptions and suggestions on how to improve teacher talk in senior English class.