| Teacher talk is an important means and media for teachers to organize teaching.In College English classroom,teacher talk is not only the tool of transmitting information,organizing class and executing teaching tasks,but also the crucial channel of students’ language input,which directly affects the quality of teaching and sets an example for received-standard English.The study on teachers’ classroom discourse has last for nearly a century at home and abroad.In addition to a large number of bookmaking,there are various types of academic journals and documents focus on this topic which presents from three perspectives: linguistic perspective,language teaching perspective and discourse analysis perspective.Although the previous research has rich theoretical value,the conclusions are mostly similar.Therefore,it is necessary to systematize the teacher talk in College English classroom from a new perspective.This dissertation attempts to make an exploration on teacher talk in EFL(English as a foreign language)classroom from the perspective of ecological classroom.Based on the related theories of educational ecology,the study mainly analyzes the teacher talk in non-English major College English classrooms and chooses 165 students and 40 English teachers as the subjects.Through the ways of classroom observation,audio-recording and doing questionnaires for teachers and students,the data is carefully collected and transcribed.According to the survey data,the thesis makes a summary of the characteristics of teacher talk in College English classroom,such as the quantity of TT,the question type,the feedback,etc.It also illustrates the problems of teachers’ classroom discourse.The survey results show that: 1.Teacher talk takes much more time than students talk in class.Teacher-dominated class reduces the opportunities of the interaction between teachers and students.2.The types of questions are mainly display questions which lead to the insufficiency of negotiation of meaning and exchange interaction.3.Teachers’ feedback is positive but single which chiefly repeat students’ words and lack finishing touch evaluation.Based on the survey results,this study puts forward pertinent suggestions on how to improve the quality of teachers talk from micro-educational ecology perspective.Firstly,the quantity of teacher talk should follow the principle of moderation,and should shift the focus from “quantity” to “quality”.Secondly,classroom interaction should take account of purposiveness,authenticity and communication.Teachers should offer more opportunities for students to enhance language output and add more referential questions.Thirdly,teachers’ feedback should be diverse and incentive,and provides all-round,multi-angle assessment.It aims at establishing a harmonious and orderly ecology classroom in which English teaching can be more adaptable to the development of human and society and promote the sustainable development of College English teaching. |
