An Analysis Of The Impact Of Teachers’ Talk On English Learning In Senior High Schools

Nowadays English personnel are more and more badly required to meet the developing speed of globalization. As the major language input resource of English learners, teacher talk, is a special kind of language used in classroom, directly affects students’ output and classroom learning efficiency. Therefore, it is important to carry out survey and analysis on teacher talk in English class of senior middle school and this is the goal of this dissertation. This thesis aims to find current problems of the use of teacher talk, including the amount of teacher talk, teacher questioning, interactional modification and teacher feedback, and to make classified study on these problems to promote the professional skill of teachers as well as the learning efficiency of senior English learning. And the fowling two questions are raised:(1) What is current situation of teacher talk in English of senior middle school, including amount of teacher talk, teacher questioning, interactional modification and teacher feedback?(2) What’s the strategies to impact the English learning actively through teacher’s talk in senior high schools? Before the research, the author collected information from related studies to clarify and define a series of definitions, including the amount of teacher talk, teacher questioning, interactional modification and teacher feedback. The author observed the classes and recorded the voice of eight teachers of different teaching levels in Dalian Qiancheng Senior Middle School and Dalian Hua’nan Senior Middle School. The observations and voice records were then translated into writing notes.According to the analysis and discussion, the author also brought series of solutions as below: 1) To use more confirmation checks and clarification requests to urge the formation of multi-round interaction; 2) To use more referential questions and questions beyond knowledge check and textbook to stimulate students’ learning motivation; 3) To adjust content and form of questions according to actual English skill of individuals to make questions more comprehensible; 4) To give more evaluations and praises to students to make them more confident and active; 5) To use more praises in cases of correcting to build confidence for students; 6) To use the type of leading to self-correction to add output chances for students; 7) To reduce frequency of negative feedbacks. And the author put these solutions into practice. Two tests are conducted in two classes which are from Dalian Qiancheng Senior Middle School, and through the scores of the experiment we can easily draw the conclusion that the new teaching method raised by the author could improve the English efficiency. The data of the questionnaire showed that the new method also meet the students’ willing which is having more opportunities to make output.