A Study Of Teacher 's Discourse In Primary School English Classroom Teaching

English class has still been the main place for students to learn English knowledge and develop language skills in China nowadays. The majority of classroom teaching behavior of the teachers is achieved through discourse. Teacher talk (TT) is not only a media for teachers to carry out teaching plan, but also an important source for students’language input. It plays a key role in helping teachers organize the classroom teaching and helping the students acquire language. Thus the research on TT is of great significance.However, there’s few research on TT in the English class of primary school. So on the basis of the researches on TT in the west and China, this study is based on the second language acquisition (SLA) theories:Krashen’s comprehensible input hypothesis, Long’s negotiation of meaning theory and Swain’s comprehensible output hypothesis. The study detailed analyzes the situation of TT in English class of primary school through observing the real classroom teaching and changing the observed results into written words, in order to examine the actual effect of TT. In other words, that is whether the TT is maximally provides students with a real, authentic input, whether it helps students to carry out classroom activities, and whether it helps students to construct knowledge of language and to develop language skills.The author will come to the conclusion that English teachers in primary school try their best to use English, control and regulate the discourse consciously by analyzing and discussing a large number of examples on teachers’classroom language, teaching language, asking language and assessing language. But some problems still remain in the process of using TT:In use of classroom language, the phenomena of non-standard, hard to understand and lacking of authenticity still exist. In use of teaching language, there are phenomena of redundancy, untruthfulness and even some language mistakes. In use of asking language, teachers, whose questions are lack of authentic communicative meaning, without level and difficult to trigger deeper understanding of students, control the right of questions. In use of accessing language, the evaluation of teachers is too mechanical, general. And the feedback is imbalance and the range of the evaluation is narrow. According to the problems above, the author analyzed the related reasons and brought out some possible advice. This study will provide a chance for English teachers in primary school to understand the situation of TT use in classroom. And it hopes that English teachers of primary school can pay more attention to their own TT use and carry on beneficial adjustment and improvement, in order to promote second language acquisition, ensure the effect on ELT classroom, as well as accelerate the professional development of teachers.