An Analysis Of English Teacher Talk In Guizhou Senior High Schools

At present,China's education level of primary and secondary is not balanced.In some remote areas like Guizhou,the level of English teachers is very limited,which cannot meet students' requirements for English learning.But teachers play an extremely important role to cultivate students' high level of English language ability.TT is the main medium for teachers to convey information to students,and it is also an important means for teachers to organize classroom teaching and control students' classroom behavior.In language classroom,TT plays an exemplary role in target language,and its quantity and quality will directly affect or even decide the success or failure of classroom teaching(Hakansson,1986).Based on Krashen's comprehensible input hypothesis,Swain's comprehensible output hypothesis and Long's interaction hypothesis,this study aims to explore characteristics of TT in Guizhou,find out its problems and its influences on students' language learning,and put forward some proposals to improve TT in Guizhou as well as give reference for TT in remote areas like Guizhou.In terms of these purposes,this article will explore 3 questions:(1)What are the characteristics of TT in Guizhou high schools? What problems are there?(2)What are the influences of TT on students' learning?(3)How to improve TT in remote region like Guizhou?Through classroom observation,recording,text transcribing,teacher interviews and questionnaire survey,the author explores TT's amount,teachers' questioning,and teachers' feedback and so on to analyze five English classes of five teachers in Zunyi No.1 High School in Guizhou province.Investigation and study find that Guizhou's English TT has some characteristics and problems like low quality,inflexible styles of questioning,too simple feedback,short waiting time and so on.TT has very close relationship with students' learning.Good TT can stimulate students' interest in learning English and promote students' learning.The study also finds that the improvement of TT needs to create a real language situation,provide sufficient language input,improve the effectiveness of interaction,and give appropriate feedback and so on.The study gets some findings,but there are still many problems.For example,the research objects are relatively limited;the research tools are limited;the duration time is short;whether the research results are universal for all remote schools needs a further research.