A Study On The Effectiveness Of Teacher Talk Of Primary School English Teachers

As a media language,teacher discourse plays a dual role in the classroom: it is not only an important tool for teachers to organize teaching,but also an important source of students' acquisition of language.Therefore,the effectiveness of the teacher talk in class is directly related to whether the classroom teaching is conducive to the learning of students,especially to effectively help students build knowledge.The study on the teacher talk will help us to better understand the actual situation of classroom teaching,and it is also an important way to study the teacher development.The purpose of this study is to analyze the effectiveness of primary school English teacher talk from the perspectives of quantity and quality.It is helpful for us to better understand the quality and effect of the teacher discourse,to improve teacher-student relationship,to improve teaching methods and to improve the efficiency of teaching.In this paper,the author tries to use the classroom observation method to discuss the eighteen lessons from six English teachers.This paper aims to solve the following three questions: What are the types of teacher talk of primary school English teachers? What are the problems of the teacher talk in primary school? How to improve the effectiveness of the teacher talk? Based on the different types of the teacher talk,this study focuses on the teachers' questioning,instructional and commentary language.It is committed to conducting case studies on teachers and summarize the problems that teachers need to pay attention to.By summing up the experience of predecessors and practicing in teaching,the author found that the effectiveness of teacher discourse can be considered from the following aspects,that is the authenticity,interaction,logic and normative of the English teacher classroom discourse.In addition,we should consider the different stages of the characteristics of the teacher talk.During the research,the author finds out the problems of teacher discourse,and put forward the improvement strategy.Through the analysis of three teachers' classroom language,the following problems are found: First,in the authenticity of teachers' classroom discourse,teachers use some languages which do not exist in real language communication.Second,in the aspect of the interaction,we found that some teachers can not provide feedback timely when the error occurs,can not assign the talk-turn reasonably and the teacher-student interaction is not enough,and so on.Third,in the aspect of the logic,the problem is that the logical relationship of the adjacent teacher language is not inconsistent.Fourth,in the aspect of the normative,teacher's voice intonation is inaccurate,sometimes use wrong grammar,teachers' instructions are not clear,and the use of language does not meet the actual level of language students.Fifth,we found that the teacher talk does not meet the characteristics of the age of students,beyond the cognitive level of the students.In view of this,the author puts forward the strategies of improvement of primary school English teacher discourse.First,teachers should carefully design classroom discourse.Teacher talk should be true,concise and vivid,accord with pupils' cognitive level and personality characteristics.Second,teachers should learn more and improve their own language literacy.Third,teachers should try to use the chant more.And the fourth,to provide more display questions.Our aim is to pursue the simple,logical,interesting and diversified teacher talk.