An Empirical Research On The Relations Between Teacher Talk In English Classroom And Learners’Teaching Effects In Kindergarten

In the process of classroom teaching, teacher talk (TT for short) is the important complement; in the research of classroom teaching, teacher talk has always been an important domain studied by linguists and researchers both abroad and at home.English Teacher Talk refers to the speed made by English teachers in the process of English classroom instruction. TT functions not only as the medium for achieving teaching aims and objectives, but also a valuable source of language input for the learners. Therefore, TT is considered to be important in both classroom teaching organization and second language acquisition.English teaching is dominant in China’s second language teaching, teacher talk is the important language input for the English learners. A large number of existing studies on teacher talk have proved its significance in the process of classroom teaching. In recent years, our government attaches great importance to pre-school education which leads to the highest enthusiasm of pursuing. There is a continuous increasing number of the students majoring in Pre-school Education(English). Their English acquisition should be widely concerned because they are the reserve force for the future English teaching in kindergarten. TT of vocational teachers owns special features or characteristics, their language teaching aims have to be focused on both learners’ language input and positive influence their TT make on the result of their students’ teaching practice.This thesis adopts the methods of questionnaires, interviews, video, and recording to get research data. Three subjects that are directly relevant to English teaching for kindergarten children are selected, and10girl students majoring in Pre-school English Education are chosen as the research subjects. The study concentrates on the comparison and analysis of the language speed, pronunciation, intonation, mood, body language, sentence structure and TT function between vocational school teachers’TT and the student teachers’TT, aiming at finding out how the vocational school English TT influences their students’teaching practice.The study suggests that vocational school teachers’(VTT for short) does influence their students’teaching practice in some aspects, but the student teachers also have their own way of presenting TT in kindergarten English classes. They make some necessary adjustments during their teaching practice.According to what the research has found out, this thesis gives some advice on TT in vocational school English classrooms. It also provides a new perspective and enriches the study on TT and how VTT influences student teachers’TT (STT for short).