A Comparative Study Of Native And Non-native Speaker Teacher Talk In Primary School English Classroom Teaching

In recent years, Chinese and foreign scholars initiated the studies in the area ofteacher talk. As far as we know, the studies are various in terms of their points. Someof them study teacher talk itself, others go through another way that they study in theperspective of students’ English learning. For English teacher talk in China now,there are two different kinds of phenomenon, one is learning English from Chineseteacher and the other is learning from native English speaker.In the literature review part, there are two main aspects of the studies; the firstone is the teacher talk. In this part of the review, basically, the study contains the sortof questions that teacher uses in the class, the teacher talking time in the classroom,and teacher feedback system research. The second one reviews previous proposedhypothesis from the point of view of language acquisition, and then to be thetheoretical framework of this paper.On the basis of literature review, according to the research questions, theauthor chooses three foreign English teachers and three Chinese English teachers asthe research object, combine the classroom observation and recording method, andrecord every teacher a sixty minutes of classroom teaching. Finally, the authortransformed the total6lessons,360minutes of course recording into words, as theanalysis of the research data. As the assistant research, the author also does thequestionnaire in these three in classes.On the basis of data analysis and combining the questionnaires, this paper draw the following conclusion: the first point is that question types teachers used inthe classroom are not exactly the same, two groups of teachers are more like to usedisplay questions. But at the same time, two groups of the teacher’s question form isnot the same, the Chinese English teachers often use a complete sentence patterns orcomplicated sentence patterns. Foreign teachers are not the same; they usually useshort form questions, and transform different or simpler words or phrases to makestudents easy to answer.The second is the teacher talking time. Through the analysis of the material forrecording, respectively, we study the Chinese and foreign six teachers a sixtyminutes in oral English class of teacher talk and students’ discourse that takes uptime and the proportion of separately carried in the class. The statistic shows that inone sixty minutes in English class, the total amount of talking time overall nodifference minutes, but in the teachers’ talking time and the quantity student talkingtime is different.The third point is for teachers feedback, two groups of teachers give positivefeedback to students, and through the observation and questionnaires, students areable to do better when the teacher provide positive feedback which is especiallywelcomed, and it can improve their faith, and through the teacher’s feedback,students also can do further discussion.Through this study, it is concluded that two groups of teachers havedistinguished features from each other in teacher talk, but there is no absoluteadvantage and disadvantage, if two groups of teachers can complement each other, combined with each other a little to improve their own words, believe that forstudents’ language learning, there are a lot of help.