A Classroom Observation Study On Teacher Talk Of Primary School English Teachers

In the classroom of Second Language Teaching, the quality and quantity of Teacher Talk directly influence the language learners'input. Especially in primary schools, Teacher Talk is one of the learners'most reliable resources. While for a long period, many primary school English teachers didn't pay much attention to the teaching language, such as the rules, modes and accessibility of the teaching language. It directly influences the learners'language input.In this thesis, by using the method of classroom observation, adopting the means of the combination of fixed quality and fixed quantity, the author did research about the modes of the 6 classes in The 2nd National Primary School English Teachers'Basic Skills Competition. The author puts forwards:The nature of the non-majors of teacher's class language is the key which prevents the students'study quality and interests. So, if we want to enhance the input quality of the primary school class, plant interests, as well as form the tone, stress, suggestions are given that primary school teachers should pay attention to the Teacher Talk; find out the existing problems in Teaching Talk; improve and better teaching language, thus reach the aim of enhancing the teaching quality.This paper is divided into 5 parts.Part I: IntroductionThe author puts forward that primary school English teachers'language competence directly influences language learning. So it is very important to carry out the primary school English teachers'language's research, to analyze the features of teaching language, and to grasp its rule and find out the problems.Part II: Literature reviewIt mainly states the concepts of teaching language, its classification and features, class observation's concept features and meaning.Part III: Research studyThe author carried out observation and research about 6 classes. Based on concrete class language observation to different classes and teachers, the author used observation table to carry out actual class language observation.Part IV. Results and discussionThrough the analysis of six teachers'class languages, the conclusion is drawn: many teachers'tone and accent is not accurate. Sometimes the grammar is wrong. When they correct the student's problems, they can't point out the common existing problems. Their logic is not active, lacking enhancement. They get away from the actual language spoken. Some of the teachers'language is limited. Sometimes it leads to the lack of communications and misunderstandings between two sides. So based on the above results, suggestions are given to the teachers that they should further learning, enhance the recognition of teaching language, change the notion, use many means to communicate , versatile the class organization, simplify class language, communicate by using skills and enhance the rates of class teaching.Part V. Conclusion...