Analysis Of The Classroom Discourse Of Special Teachers Under The Theory Of Turn-taking

Special teacher talk is a language used by special teachers when training children with autism or other mental disabilities.In order to achieve a better goal and to obtain a more effective result,special teachers modify their language strategies.In the language training class of children with autism,teacher talk is both a teaching language and a teaching goal and content,special teacher talk is also the main resource of language input for children with autism.Especially to children with autism,language disorder is one of the most important problems,for whom special teachers are the main trainers and input of language.Thus,special teacher talk in classroom has great significance to the language acquisition of children with autism.This thesis studies special teacher talk in classroom by using the turn-taking theory,aiming to reeveal its use in language training class for children with autism,and to find ways to improve the effectiveness of special teacher talk in classroom.The thesis first reviews the various studies of teacher talk by researchers both abroad or in China,introducing several aspects of the study of teacher talk.In an empirical study,the writer recorded language training class in an autism rehabitation center by selecting five experienced special teachers and one class of each teacher.,then transcripted the recordings based on the trun-taking model by Sacks and Schegloff.The writer interpreted the four categories of teacher talk in the classroom of language training for children with autism,i.e.the amount and the features of teacher talk,teacher questions and teacher feedback.Based on these,the writer proposes strategies to improve the effectiveness of teacher questions and techniques to improve students' abilities of turn-taking.At the end of the thesis,some limitationsare pointed out,the writer also puts forward some suggestions for future research.