Analyses On Teacher Talk In Learner-centered Senior High School Classroom

This study is based on the following theories:(1) Comprehensive input hypothesis of Krashen; (2) Long’S interaction hypothesis; (3) Discourse analysis. The writer has chosen 4 teachers of a local school as research samples and adopted the ways of class observation and recording. Through the investigation and analysis of TT in learner-centered and traditional teacher-centered ELT classroom, this dissertation tries to explore and describe the present state and the distinction of TT based on these two approaches from the following aspects:(1) the amount of TT; (2) the property of TT; (3) teacher’s questioning; (4) instruction English; (5) interaction modification and negotiation of meaning. And then the author has made a number of comparative analyses on the teacher talk in learner-centered and traditional teacher-centered ELT classroom. The author has also gave out questionnaires which are for students to 208 students in the 4 teachers’classes, and questionnaires intended for teachers in the school. The findings of this study provides us with some useful insights:the higher demand of new curriculum reform in senior high school is a bigger challenge for English teachers.According to the investigation and the detailed date analysis, the author finds out that traditional teaching modal is changing, and teachers’ role is changing, too. Teachers are more sensitive to their teacher talk. The quality and quantity are changed. There are also some differences in strategies of questioning, explaining and feedback. Thus the study demonstates that the learner-centered class in senior high school has a big effect on the teachers’ teaching model, teacher talk’s quality and quantity, interaction, questioning, assessing and so on. English teachers are making their efforts to improve themselves and meet the challenge. They are trying new teaching models to arouse students’ interests of learning English, and integrating multi-dimension teaching aims to achieve a more effective teaching results.Therefore, the author puts forward the following suggestions on the improvement to TT and English teaching of high school:(1) advocating the learner-centered approach, emphasizing learner autonomy, changing the teachers role in English language teaching classroom; (2) expanding teachers knowledge of foreign language teaching methodology and improving their language proficiency; (3) cultivating the awareness of TT, managing and planning the TT; minimizing teacher talk time and maximizing student talk time under control; (4) making excellent preparations for teaching to enhance the property of TT; (5) questioning appropriately, stimulating students to think actively and enlarging students language output; (6) encouraging interaction modification in English class and grasping the techniques of interaction modification; (7) giving the positive feedback properly and timely and making good use of body language.