A Comparative Study On Teacher Talk Of Novice And Expert English Teachers In Senior High School English Classroom

As far as Chinese students are concerned,the main foreign language learning time and opportunities are in the school classroom.English class has become the most important place for students to learn the foreign language.At the same time,the particularity of English as a language subject is that Teacher Talk in class is not only the target language and the main content for students,but also the medium for the implementation of teaching.In the input hypothesis of Krashen,comprehensible input is the first step in second language acquisition.TT has a direct effect on learners' output.In addition,Long's interaction hypothesis assumes that language acquisition is an external and internal mechanism of interaction.That is to say,the quality of input and internal mechanisms influence each other.Teacher Talk(TT)continuously provides input language,and learners internalize the input language.At the same time,the learner further adjusts the output language according to teacher feedback and interaction adjustment,and induces or stimulates the cognitive process of second language acquisition by continuously checking the output language.Therefore,TT has a very important influence on learners' acquisition of second language.In addition,teachers as individuals have always been developing.There may be some common features and differences of TT between the novice teachers who have just worked for several years and the expert teachers who have many years with excellent teaching experience.Therefore,this article aims to compare the TT of novice and expert teachers in senior high school English classroom and to draw some implications and suggestions by.The author chose 12 expert teachers and 12 novice teachers from four senior high schools as participants,collected data by classroom observation,audio-recording andtranscription and explored the common and different features of TT by analyzing data from these four aspects: the quantity of TT,teacher question,teacher feedback and interactive adjustment.This research found that the amount of TT is apparently higher than that of students' talk and they both tend to use display questions which aims at checking whether the student acquire knowledge while the novice teacher will provide more waiting time for students to think;they prefer to use positive feedback to motivate students,however the expert teacher are more likely to be good at expending to make feedback more meaningful;both of them are tend to use comprehension check in interactive adjustment,which disobeys the actual situation.In the end,this paper puts forward the following suggestions:(1)Teachers should pay attention to their own TT and provide students with opportunities for language output.In particular,novice teachers should pay attention to the control of the classroom and avoid unnecessary waste of time;(2)The type and directionality of teacher question should be various.It's better increase the proportion of reference questions and guide students to answer questions voluntary;(3)Novice teachers should use more positive feedbacks which provide students with more meaningful language input;(4)Teachers should use of various interactive adjustment methods flexible based on the actual teaching situations.