A Study Of High School English Teacher Talk

Teacher talk mainly refers to the language that teachers use in class,in which they organize and manage class efficiently.Under the current circumstances of our country,students do not have enough opportunities to contact with teachers in English out of school,so English classroom becomes one of the main places where they may obtain access to English,which leads to students'strong dependence on teacher talk in English classroom.Therefore,English teacher talk has great significance to students'language acquisition in senior high school.To improve the situation,English teachers should pay high attention to the use and control of teacher talk in English classroom teaching so as to raise the efficiency of language teaching.Based on the perspective of second language acquisition,this thesis uses the Krashen's input hypothesis,Swain's output hypothesis and Lona's interaction hypothesis as the theoretical bases to analyze the current status of senior high school English teacher talk through a set of empirical instruments.It takes the English classroom of Fengxiang Senior High School as the research subject,and adopts methods of classroom observation and recording,questionnaire and interview to obtain the first-hand data.For the collected data,the research chooses to analyze the quality and quantity of teacher talk,teachers'questioning behavior,teachers'feedback,the interactional modification in teacher talk,and the teacher's error correction.According to the study and analysis of the collected data,the author found that:(1)in the current high school English class,the quantity of teacher talk generally accounted for about 60%of the total time,which is far more than that of the students'.So the students also expect that their teachers should adjust their talk time and get them involved in the classroom activities.(2)it has been found that the quality of high school English teacher talk is at the intermediate level,which can basically meet the needs of the students'expectation.(3)as for the questioning behavior,the research has found that the displaying questions are used more than referential ones.After the teacher gives out the question,they should give the students some time to think it over,while there are still many students who expect their teachers to put forward some referential questions and can encourage them to answer.(4)the research found that most senior high school English teachers tend to use positive feedback.When there is something wrong with the students'answer,they hope that their teachers could encourage and guide them to correct their errors all by themselves own.(5)the research indicated that there are mainly two ways for interaction modification,meaningful negotiation and repetition,which are often used among senior high school English teachers.(6)for error correction,the frequency of grammatical errors is the highest,followed by lexical errors.Teachers usually choose different error correction methods according to different types of errors.Based on the above findings,the author summarizes the significance of this research to English teaching and the students'learning in senior high school.In addition.in order to improve the efficiency of English classroom teaching,the author puts forward a few suggestions to improve teacher talk.For instance,the teacher should increase the proportion of students'talk time,try to improve the quality of teacher talk and the way of questioning,make the classroom feedback more efficient,and use the appropriate interaction modification method,etc.