An Empirical Study Of Teacher Talk’s Impact On Students’ Learning Effects In English Class Of High School

In foreign language teaching, teacher talk is a way to organize the classroom forteachers, and it is also the cardinal source of comprehensible target language input, whichis of crucial importance in the process of second language acquisition. This study attemptsto analyze the teacher talk in English classroom through the investigation of a high schoolin Xinxiang in2013. This paper based on Western scholars· second language teachingresearch and Chinese scholars· relevant research results, takes Krashen·s comprehensibleinput hypothesis, Swain·s output hypothesis and Long·s interaction hypothesis and othersecond language acquisition theories as the main theory basis. In order to better reflectthe quality of English teacher talk in high school, the author combined methods ofempirical research, questionnaire and interviews together, conducted a survey to thecollected English class corpus of high school from the question, the interactionadjustment and feedback, etc. The differences of the students· achievement improvementextent in the experimental group and the control group illustrate the importance of theEnglish teacher talk in the classroom of high school.Thus, in the classroom, English teachers should continue to enhance the sensitivityof their teacher talk, to minimize the amount of teachers· discourse, especially to reducethe number of unnecessary explanations and give students more time to communicate. Itis also necessary to normalize teacher talk, provide the students comprehensible input asmuch as possible. At the same time, try to make teacher talk be in line with the actualneeds of students and slightly higher than the current level of students. Also, the teachersshould pay attention to the teacher discourse·s accuracy, fluency and interesting to attractthe attention of students, and promote the transformation from the input to the effectiveoutput. In the aspect of questions in the class, teachers should appropriately increase theproportion of referential questions, in order to encourage students to understand the deeplevel content and develop their ability to communicate in English activities. Whenstudents answer questions, teachers should pay attention to the waiting time, and adjustthe waiting time reasonably depending on students·level.This paper aims to enable English teachers in high school concern more about theirown words, so that high school teachers can understand and improve teacher talk, reduce blindness and randomness. So it provides evidence and suggestions to optimize Englishteaching. The study is believed to be a useful attempt to the study of teacher talk. Thisalso provides a new perspective for teachers to evaluate and develop themselves，whichhas the theory significance and the practical significance.