A Comparative Study On Teacher Talk In Reading Classes Between Expert And Novice Teachers In Senior High School

In China,the classroom is the main place for most senior high school students to learn and practice English.Therefore,teacher talk becomes the main source of language acquisition for students.The quantity and quality of teacher talk can affect or even determine the success or failure of classroom teaching.In addition,expert teacher talk is different from novice teacher talk,and a comparative study of these two types of teachers is rare.In view of the above reasons,the purpose of this study is to investigate the differences between expert teachers and novice teachers in English classroom of senior high school.The purpose of this study is to find out the problems of teacher talk and to provide teachers with some effective suggestions in order to improve the quality of their teacher talk and enhance English teaching efficiency.Based on Krashen's Input Hypothesis,Swain's Output Hypothesis and Long's Interaction Hypothesis,this study aims to analyze the teacher talk by means of questionnaire,interview and classroom observation.The results show that,the amount of expert teacher talk is less than that of novice teacher.The planning and comprehensibility of expert teacher talk is better than that of novice teacher talk.Feedback from expert teachers is more specific and effective than that of novice teachers.Expert teachers use clarification verification more often than novice teachers.Expert teachers use repetition of teacher talk more rationally than novice teachers.Through the comparative analysis of the teacher talk in reading classes between expert teachers and novice teachers in senior high school,this research obtains the following implications.In reading classes of senior high school,teachers should change their traditional concept of education and make students be the main body in the teaching process.Therefore,teachers should do well in controlling their amount of teacher talk and create opportunities for students to practice their target language as much as possible.Meanwhile,teachers should make teacher talk standard,concise and planned.In addition,teachers should appropriately increase the proportion of referential questions and enrich the orientation of the questions.Teachers had better use specific positive feedback to students' answers and properly handle students'errors in language.When there are obstacles in the communication between teachers and students,teachers need to adopt types of interactional modification according to the difficulty of teaching content and the actual level of students.Teachers should use repetition flexibly and improve English teaching efficiency.