Chapter one Introduction
1.1 Purpose of the study
English, a foreign language rather than a second language，is a compulsorycourse in secondary schools and universities in China. After graduation fromuniversity, everyone is required to take English examinations if they expect tocontinue to receive further education at home or abroad, pursue higher academic goalsor get professional promotions. There is no doubt that the English language will playa more important role in all walks of life as the world globalization with thedeepening of reform & opening up and ever-increasing communication betweenChina and other countries.Time，英语论文题目，effort & energy-consuming and inefficiency in English languagecompetence seems to be a lasting challenge to both learners and TESOL teachers.Some scholars at home have been dedicated in classroom research covering a widerange of aspects in the whole process of teaching and learning such as interlanguage,classroom interaction learning strategies, learning style, classroom assessment，errortreatment, classroom discourse including teacher talk and pupil talk, etc. Not living ma natural language environment, unable to be naturally and frequently immersed in thetarget language environment, the Chinese learners of English resort to other accessesto being exposed to the target language, among which is teacher speech in Englishclasses. Teacher speech in English class serves as not only the objective of the course,but also the medium to achieve the objects as well. That is to say, in foreign languageclassroom, teacher speech can provide learners with the only substantial live targetlanguage input they are likely to receive (Nunan, 1991 a: 190).The study, based on classroom observation of eight classes given by the SecondSFLEP National College English Teaching Contest with teachers from 8 differentuniversities by virtue of videoing and transcribing, tentatively makes classroomdiscourse analysis of all the 8 scripts, and is supposed to explore the cohesive andcoherent features of teacher speech and investigate the status of English teacherspeech in the Chinese setting to help English teachers to raise awareness of language，promote language competence, and make modifications to their classroom speech inEnglish teaching.
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1.2 Significance of the study
Teacher talk is so important that it can not only be used to organize classroomactivities but also language acquisition processes. By the use of teacher speech teachers can achieve their teaching goals, implement their teaching plans and fulfilltheir teaching tasks and consequently teacher speech may function as the major sourceof comprehensible target language input that the learner is likely to receive(Nunan，1991a: 189).Teacher talk could have a great effect on learners' language input and output,classroom interaction, attitude and motivation, and the whole process of languageacquisition. The amount and quality of teacher's discourse in the language classroomsmay influence and even determine the effect of classroom teaching(Hakansson，1986).In China few researches have been done on cohesion and coherence in collegeEnglish teacher speech based on data analysis, which should have deserved moreattention.Considering the fact that China has the largest number of English learners, amajor proportion of whom are students at college, there is no reason 本论文由英语论文网提供整理，提供论文/，英语论文/，/论文，英语论文网站，/英语论文，/留学生论文，/英文论文，留学生论文/相关核心关键词搜索。
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