Study Of Features And Effects Of Teacher Talk In Senior High School English Reading Class

English reading class is an important place for high school students to learn language. As the teaching tool and teaching content, teacher talk has a great influence on students' language acquisition. However, at present, few domestic studies of English reading teaching are from the perspective of teacher talk. Thus, the study of teacher talk in English reading class has both theoretical and practical significance to some extent.The present study takes teacher talk as a starting point, four teachers and their students in Xinhua Senior high School as objects, through classroom observations, classroom recordings and transcribed, questionnaires, etc., trying to explore the features and effects of teacher talk in senior high school reading class and seeking a better teacher talk to promote students' reading comprehension and language acquisition.The study presented the following major findings. The amount of teacher talk is more than the amount of student talk. Reading class remains teacher-centered, which means teacher provides students with fewer chances to discuss and communicate. The quality of teacher talk is better. Teachers have accurate pronunciation and intonation,moderate rate of speech,teacher talk is closely related to the teaching content and thus students can understand teacher talk; but teachers still overuse mother tongue, which is not good for students' language acquisition. In class questioning, display questions are far more than referential questions; teachers tend to let the whole class and the students of good grades answer questions; and it exists differences in waiting time. Teachers often adopt comprehension checks to maintain communication. Teachers control the class discourse, and the communication is not close to real-life communication; Teachers mainly use positive feedback, especially simple praise, to evaluate students' performance,but seldom comment students' performance; After a term of English learning in English reading class, most students' reading scores have improved a lot, indicating that teacher talk has some effects on students' language acquisition.The results show that there are still some problems in teacher talk. To effectively improve students' reading comprehension and language acquisition, teachers can update teaching concepts and change reading teaching models; create a context for students to use English to talk and communicate; keep reflecting and improving own teacher talk;suitably ask questions and reasonably add some referential questions; use more confirmation checks and clarification to successfully maintain communication; evaluate students' performance positively and give comments; make efforts to create a harmonious, caring learning environment for students to learn language.