Research On Enlish Teacher Talk

Task—based Language Teachin（gTBLT）is a teaching method developed in1980sin which task plays a essential role. In2003, China promulgated the New CurriculumStandards (Experimental) that promotes the Task-based Language Teaching. Teachertalk is one of the most important factors that influence the effectiveness of the TBLT.As Nunan(1991)pointed out：“Teacher talk is of crucial importance not only for theorganization of the classroom but also for the processes of acquisition．It is importantfor the organization and management of the classroom because it is through languagethat teachers either succeed or fail to implement their teaching plans．In terms ofacquisition，teacher talk is important because it is probably the major source ofcomprehensible target language input the learner is likely to receive．”A lot ofresearches have been conducted in recent years, whereas there are few inTBLT-classroom.In this article, the author first shows the background and the significance of thestudy. And then, on the basis of the study of domestic and foreign researches aboutTBLT and teacher talk, the author adopts the classroom observation method to study thefollowing aspects in this paper: the teacher talk amount, classroom questions, classroomdiscourse pattern, and feedback. The inherent requirement of teacher talk in TBLTclassroom will be taken on following: Teacher talk in the Pre-task stage mainly preparesstudents well not only in their language but also in their mind.In the Task-cycle, the teacher plays different roles to set an environment wherestudents can interact actively and have more language output. It also means that thestudents are able to have the right to start a conversation in classroom. Because of theshort time of the Post-task stage, teacher talk should be brief and clear so that it can takefull advantage of guiding function.