A Case Study Of Teacher Talk Of A Superfine English Teacher In Senior High School

Teacher talk(TT) is important for the organization of the classroom and the process of SLA. TT is not only as a tool for teaching, but also an important source of language input. It serves as the major example which learners to imitate. Appropriate teacher talk plays a vital role in providing more learning opportunities, improving learning efficiency and learning motivation, creating more communication chances for teachers and students.In China, studies of TT started in the 1990s. Many researches have been done both in theoretical exploration and empirical filed. However, most of these researches focus on universities, there are few researches about superfine English teachers in senior high school. On the basis of the researches on TT in the west and China, and based on Krashen’s comprehensible input hypothesis, Swain’s comprehensible output hypothesis, and Long’s interactional hypothesis, this study analyzes the TT of a Superfine English teacher in a senior high school in Guilin. The data is collected by means of classroom observation and interview. The study mainly studies and discusses the amount of TT, teacher’s questions, teacher’s feedback, interactional modification and negotiation of meaning and turn-taking.The results are as follows:The amount of student talk is smaller than that of teacher talk. Teacher uses display questions more frequently than referential questions. There are more positive feedbacks than negative feedbacks employed by teacher. Praise/repetition and further questioning (46%) has the highest frequency in positive feedback. Teacher prefers to providing a clue to expect self-repair(63%) rather than explicit correction in negative repetition. When there come difficulties in communication, teacher employ confirmation checks(51%) more frequently rather than clarification requests (36%) and comprehension checks(13%).The TRF pattern (54%) has the dominance of the subject’ classes on the whole. But the more complex discourse patters than IRF (46%) also employed to some extent.This thesis intends to figure out the features of the amount of TT, teacher’s questions, teacher’s feedback, interactional modification and negotiation of meaning and turn-taking of a superfine English teacher in senior high school. It offers a chance for middle-school teachers to know the present situation of TT in senior high school and learn from it. This study wishes English teachers in middle schools can pay more attention to their own TT in English classrooms and try to improve it. The author believes this study is a useful supplement of the study of TT, and offers a new visual angle to the evaluation and development for English teachers in senior high middle schools.