English Teacher Talk Repeat Structure And Function Of

For the past decades, discourse analysis on teacher talk, particularly in L2 area, has formed a large body of research literature, with the intention to promote the effectiveness of classroom teaching. After recording real English-teaching classes, many scholars made detailed analysis and deep researches. However, based on the current situation of the English classrooms in our country, there still remains some room for the quality of English teacher talk to improve.This research mainly focuses on the repetition in English teacher talk. At the very beginning, the author selected a great number of the related research papers around the decade and put forward the content of this research, based on the theories of second language acquisition, functional linguistics and discourse analysis. On this basis, after recording six unmodified English lessons, the author transcripted it into texts. Afterwards, the texts are analyzed quantitatively and qualitatively. In the quantitative analysis, the author divided repetitions in English teacher talk by their different structures and functions. They are categorized into entire repetition, partial repetition and paraphrases repetition by their contents and forms; following repetition and separated repetition by the position in the discourse; self-repetition and repetition from others by the objects; emphasis, acceptance, detailed-inquiry, supplementary, clarification, combination and error correction by functions. Then, the author chose one representative conversation between teachers and students in each class and analyzed them from the aspects of the above-mentioned theories.The results of the analysis are as following:1) The percentage of repetition in English teacher talk in secondary school classrooms is comparatively high; 2) There are obvious differences of repetition in English teacher talk among different grades of secondary school classrooms; 3) Repetition in English teacher talk in secondary school classrooms could offer the students comprehensible input of the target language; 4) Repetition in English teacher talk in secondary school classrooms could improve the quantity and the quality of the feedback from the students. Based on the conclusion, the author made a few appropriate suggestions to the repetition in English teacher talk in secondary school classrooms in the future and pointed out the probable following development.