A Case Study Of Teacher Talk In High Vocational School English Classroom Based On The Input Theory

Teacher talk is an important channel of language input for students and is an importantmeans of successful teaching. It is also the key to influence the effectiveness of the classroomand directly affects the effectiveness of students’foreign language learning. Through the analysisof the types of English teachers’ classroom discourse and the existing problems, the strategieswill be found out, in order to improve the students’interest in learning and improve the quality ofEnglish teaching. In recent years, the expanding enrollment of high vocational school leads tothe shortage of teachers and students’ complex problems, which affects the quality of Englishclassroom teaching. Teacher talk aims to organize teaching and offer students’ language input inthe classroom teaching and it plays an important role in improving the quality of classroomteaching.In the high vocational English classroom, English is not only the language for teaching andcommunication, but also is the teaching content and teaching target. Teacher talk is the mainsource of students’ English input, and plays an important and huge influence on the Englishteaching. In the English classroom, teacher talk is the main medium of transferring informationto the students, and it is also the important means of organizing the classroom teaching andregulating the students’ classroom behavior. In language classroom, teacher talk plays theexemplary function on the target language, and its quantity and quality will directly affect andeven decide the success or failure of classroom teaching. Therefore, teacher talk plays a vital rolein language teaching. Currently, there are many high vocational school teachers, when they are inthe face of heavy task and entrance pressure, they are lack of the necessary understanding on theeffectiveness of teacher talk.Considering the current situations mentioned, in this research, one teacher and120studentsin Grade2from Shan Dong Vocational College of Light Industry are treated as participants. Thisresearch, based on the comprehensible input hypothesis, output hypothesis and negotiatedinteraction hypothesis, adapts the way of case study. Classes of one semester (the author choosesten classes) are audio-recorded and observed as the analysis data. The author also adaptsstudents’ questionnaires and teacher’s interview to analyze teacher talk. The features of teacher talk are analyzed from aspects of quantity, quality, adjustment of teacher talk and the influence ofstudents’language output.From the following research, we can conclude that: teacher talk time occupies for20to30minutes, which adds up to50%-70%of45minutes. The proportion of teacher talk in theresearched high vocational English classroom is still larger than that of student talk and otheractivities, however, the gap has been greatly reduced compared to the previous research results.The students’ language level can be taken into consideration and language is used properly,pronouncing well, making little grammar mistakes, speaking native-likely. To some extent,teacher talk is lack of abundance and interestedness for students, and the usage percentage ofmother tongue is more than the usage percentage of English; In classes, teacher usually makesproper adjustments, for example, teacher often slows down their talking speed. There is morewaiting time during their talk. And this can have influence on students’ output.In the end, the author made a conclusion for this study, in the hope of providing certainvaluable reference and pedagogical implications for the employment of input theory into thestudy of teacher talk in high vocational English classroom. In addition, the author also raisedsome issues and limitations existing in this research, resting her hope in more Englishresearchers and learners to explore its impact on the study of teacher talk in high vocationalEnglish classroom for the brighter future of high vocational English teaching.