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单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,AnalysisofTeacherTalkinEnglish Classes atseniorhighschool,Group members:Chai Bin,Zhang Tingting,He Moujuan,Jing Xiaoli,Wang Jing,AnalysisofTeacherTalkinEn,1,Introduction,2,Literature review,3,Theoretical framework,4,Research design,5,Conclusion,References,Appendix,Outline,1Introduction2Literature revie,1.Introduction,1.1 Significance of the study,An in-depth study on teacher talk like the present one may enable teachers themselves to better understand about the current situation and existing problems of English teacher talk.,It will activate teachers to use language creatively for teaching and learning and to promote adjustment and standardization of teacher talk.,It also helps teachers enhance their professional language consciousness,realize high-efficiency teacher-student interaction and improve classroom teaching efficiency.,1.Introduction1.1 Significanc,1.2 Purpose of the study,(1)To help teachers get a better understanding of the roles and functions of teacher talk in English classroom,(2)To help teachers make efficient use of teacher talk to promote classroom language teaching.,1.2 Purpose of the study,2.Literature review,2.1 Definition of Teacher Talk,Nunan(1991:164)points out that teacher talk is a crucial part to the organization of classroom teaching and students language acquisition because not only the organization and instruction of teacher talk can help teaching content achieve ideal teaching effects,but also teacher talk itself works as an important input of the target language for students.In Cooks(2000:167)opinion,teacher talk is a tool to control classroom teaching and organize the content of target language that will be taught in language classes;therefore,it is very different from the teacher talk used in other subjects.,Zhou Xing and Zhou Yun(2002)also think that teacher talk refers to the language that teachers use in class,a tool for teachers to organize classroom teaching and the primary source of students input,of target language.,2.Literature review2.1 Defini,2.2 Related studies abroad,In 1970s,Gaies(1979)and Henzl(1979)began their studies on teacher talk which are comparatively limited to the analysis and,comparison of various categories of teacher talk.,Sinclair and Coulthard(1975:84)set up a mode for describing teachers and students discourse based on the hierarchical structure of,discourse unit.,Brock(1986)mainly studies the influence of teachers questioning,types on teacher-student interaction.,Long(1983),Chaudron(1988)and Nunan(1991)also do researches on teacher talk.However,they spare more efforts on teacher talk in teacher-centered second language classrooms with attention to teachers talking time and features of teacher talk.,Pica(1987)and Anton(1999)focus more on adjustment and negotiation of discourse meaning in traditional teacher-centered classes.,2.2 Related studies abroad,Long(1996)argues that negative feedback enables learners to find problems in their interlingua,gain opportunities to adjust their output and thus promote language acquisition.,According to Johnson(1998:219),when giving feedback,teachers should give priority to praise and encouragement in order to help students establish self-confidence and keep good learning attitudes.,Cook(2001:163)holds that if the combination of target language and native language in second language classroom is prevented,it will severely limit the teaching effect.,Tumbull(2001:533)indicates that skillful use of native language enables students to better absorb newly learned knowledge.,Long(1996)argues that ne,2.3 Related studies at home,Zhao Xiaohong is the first person that starts empirical study on teacher talk in China.In 1998,she published an article entitled,An Investigation and Analysis of English Teacher Talk in Reading Class of University,in Foreign Language World,in which she spent nearly one month investigating quantity and quality of teacher talk in college English classes through classroom recordings and interviews.The result is rather disappointing;teacher talk takes up 60%to 90%of the 45-minute class,and it is difficult to meet the need of students comprehensible input.,2.3 Related studies at home,Zhou Xing and Zhou Yun(2002)studied on teacher talk in college English classes using student-centered teaching mode in Zhejiang University.They had deeper and more careful research into teacher talk,and they found if teachers gave students more opportunities to use target language and two-way communication,it would greatly improve students ability of language acquisition.,Xian Xiubin and Sun Xiaoli(2007)analyze teacher talk in classroom video recordings of six excellent college English teachers from Shandong province and reach a conclusion that different characteristics exist in excellent teachers classroom talk via data analysis in teacher talking time,teachers questioning,interaction modification,teacher feedback and IRF(initiation-
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