A Study Of Teacher Talk In The Middle School English Classroom In Light Of Cooperative Principle

With the proposition of the new curriculum standards, more and more researchers aware of the importance of the use of the communicative approach in the process of teaching English, and they also aware that teaching foreign language is not only to impart linguistic knowledge to students, but also enable students to use the language communication skills. Language that teachers use in the classroom and the interaction between teachers and students play an important role on the success of the students'learning of the language. Therefore, teacher talk in the process of language teaching is gaining more and more attention and interest of scholars.Over the years, scholars in second language acquisition research have made significant and fruitful research results in the field of the study on teacher talk. Most of early researchers who study teacher talk study the questions of teachers and syntactic features of speech. This research, which is based on Grice's Cooperative Principle, studies and analyzes teacher talk that happens between teachers and students in classroom interaction in junior high school. Through classroom recording, questionnaires, interviews of the amount of classroom teacher talk, teachers'questions, teachers'feedbacks, and other aspects of teacher talk in classroom English teaching under the new curriculum standards in middle school, it shows that most current English teachers have realized that they should reduce the time of teacher talk in the classroom as much as possible in order to achieve the purpose to let students say more, but the quality of teacher talk has not been fundamentally improved, which need to attract sufficient attention of the majority of teachers and researchers. Based on this survey and related domestic research and research done abroad, the author wants to make some recommendations or suggestions to improve the discourse and for future research.