A Comparative Study Of Teacher Talk Between High-Quality Classes And Normal Classes In Junior High School English Teaching

In many classroom teaching studies,teacher talk has always been the focus for scholars.Teacher talk can not only affect the effect of classroom teaching,but also influence the students’language output.In language classroom,teacher talk is regarded as the demonstrator of target language.And in the teaching process,the quality and quantity of teacher’s speech have a great impact on the teaching results.At present,many middle school teachers can not consciously adjust the teaching language,in other words,they do not realize the necessity of using teacher talk effectively.Therefore,it is quite important to improve the quality of teacher talk and teachers’understanding of teacher talk.The research concentrates on seeking the discourse differences between high-quality English class teachers and normal English class teachers,which regarded Krashen’s comprehensible input hypothesis,Swain’s output hypothesis and Long’s interaction hypothesis as the theoretical framework.Six teachers of Yin Chuan Foreign Language Experimental School and six teachers of 13^thNational Junior High School high-quality English classes are chosen as the research targets,two ways are used to collect data in the classroom,one is observation,the other is recording.And then these videos are transcribed into text materials,aiming to explore from aspects of the amount of teacher talk,teachers’questioning and teachers’feedback.Through data analysis,the study draws the following conclusions:（1）The amount of discourse of normal class teachers is more than that of high-quality class teachers.（2）The referential questions of high-quality class teachers are more than those of normal class teachers,and among these questions,elicitation questions are the majority;as for the directions of questioning,normal class teachers mainly use the“domination”,and the“volunteering”is the main direction for high-quality class teachers.（3）High-quality class teachers use more positive feedback than that of normal class teachers.Normal class teachers are found of giving positive feedback with brief praise,while excellent teachers are habituated to use follow-up comments;as for the negative feedback,normal class teachers are good at correcting directly,and high-quality class teachers tend to guide students to do self-correction.Based on the findings of this study,this paper proposes some suggestions for English teachers:firstly,both normal class teachers and high-quality class teachers should improve their understanding of teacher talk and pay attention to the use of teacher talk.Besides,normal class teachers ought to minimize the amount of teacher talk,and encourage the language output of students.Moreover,normal class teachers should increase the number of referential questions,so as to make the questioning form and directions more diversified.Finally,normal class teachers should give the feedback properly and improve their ability to use feedback.