A Comparative Study Of Teacher Talk Between Novice And Experienced English Teachers In Senior High School

In China,most of the researches on TT(teacher talk)focus on universities,and there are few researches on TT in primary and secondary schools.Therefore,the research on high school English TT has large implications,and such study can also provide some teaching inspiration and suggestions for NTs(novice teachers).This article chooses three NTs and three ETs(experienced teachers)who come from a senior high school.Through classroom observation,audio-recording and transferring partly classroom,the data were collected.And the qualitative analysis is used to compare these two types of teachers in terms of the quantity of TT,teacher’s questioning and teacher’s feedback.Furthermore,students’ views and preferences on TT,teacher’s classroom questions and teacher’s feedback are also studied through the questionnaire.The study found that TT time of NTs and ETs accounts for more than half of the classroom time.However,ETs can conduct the class smoothly,and control the rhythm of the class better.In addition,most students said that teachers ought to offer learners enough chances to express their views,and they should also spend ample time to impart knowledge.In terms of addressing questions,both NTs and ETs tend to ask DQs(displayed questions).However,ETs ask more RQs(referential questions)than NTs.Moreover,the students expressed that the teacher can raise more questions to trigger thinking.For the teacher’s feedback,NTs have a tendency to repeat the learners’ answers.If the students have some errors,the NTs usually indicate it directly.However,ETs are willing to praise the students before expanding and supplementing the students’ answers,and correcting the students’ errors in an indirect way.Based on the above findings,this article proposes the following suggestions for NTs: First,after all knowledge points are imparted to students,the remaining time should be used for students to express their opinions or practice English.Secondly,teachers should ask questions that have no definite answer and can cause students to think.Finally,teachers should try their best to praise the students’ answer and extend their answers,and they should correct the students indirectly if they make some mistakes.