Chapter One Introduction
1.1 Research Background
在课堂上老师讲的探讨可以追溯到20世纪70年代，教师谈话，28，英语论文网站，教师在课堂中使用的语言，是“至关重要，不仅对本组织的课堂上，英语毕业论文，但也为第二语言习得的过程”（努南教师话语是由教师来组织和管理的第二语言或外国c语言JASS室和实施教学计划，教师知识和信息传达到thek学生通过老师讲，老师能控制他们1991:19）。通过老师讲学生的行为“。在语文课堂中的教师话语的数量和质量有很大的作用，课堂教学（哈坎森，1986：28）的成功或失败的甚至是决定性的因素。许多学者相当几个老师讲的实证探讨在语言教学和学习中扮演着如此重要的角色。基于话语的单位的层次上，库特哈德和辛克莱（1975）开始探讨对老师讲，老师的描述，他们开发出一种模型瞳的谈话。的盖斯（1979）和Henzl（1979）重视老师讲的比较探讨。肖德龙（1988年）和长期（1983）还探讨了老师讲，但他们从老师的角度探讨老师讲中心第二语言教室和教师的通话时间，他们主要是担心，教师谈话，等功能，更注重教师话语的数量。奥尔赖特（1984）和Swain（1985，1993,1995）给了强调课堂互动的重要性。布洛克（1986）探讨了作用教师的问题，教师问学生互动安东（1999）和皮卡（1987）成为更感兴趣在他们odifications和意义协商过程中发生的。传统的以教师为中心的教室。另一方面，近年来，许多探讨人员，如库伦（1998年），汤姆埋葬（1996）和沃尔什（2017年），已经开始注意到老师讲的质量的重要性。强调已考虑到如何有效教师可以帮助学生学习和方便的交际的互动intheir教室，教学麦卡锡（2017）更侧重于为语文教师话语略论和语法，词汇和音韵之间的联系。The study of teacher talk in classroom can date back to 1970s, Teacher talk, the kindof language that teachers use in classroom, is “of crucial importance, not only for theorganization of the classroom but also for the processes of L2 acquisition" (Nunan, 1991:19). Teacher talk is made by teachers to organize and manage the second language orforeign language cJassrooms and to implement their teaching plans. Teachers conveyknowledge and information to thek students by means of teacher talk, and teachers cancontrol their students' behaviors through teacher talk. “The amount and quality of teachertalk in language classroom have a great effect on classroom teaching and are even decisivefactors of the success or failure of if (Hakansson, 1986: 28). Many scholars have madequite a few empirical researches on teacher talk for it plays such an important role inlanguage teaching and learning. Based on a hierarchy of discourse units, Coulthard andSinclair (1975) began the research about teacher talk and they developed a model for thedescription of teacher-pupil talk. Gaies (1979) and Henzl (1979) paid much attention to thecomparative studies of teacher talk. Chaudron (1988) and Long (1983) have also studiedteacher talk. But they studied the teacher talk from the perspective of teacher-centeredsecond language classrooms and they are mainly concerned about the talk time of teachers,features of teacher talk，etc. They focused more on the quantity of teacher talk. Allwright(1984) and Swain (1985, 1993，1995) gave an emphasis on the importance of classroominteraction. Brock (1986) studied the effects of teachers' questions that teachers ask on thestudents' interaction. Anton (1999) and Pica (1987) became more interested in themodifications and negotiation of meaning that occurred during the traditionalteacher-centered classrooms. On the other hand, in recent years, many researchers, such asCullen (1998)，Thombury (1996) and Walsh (2017)，have begun to notice the importanceof the quality of the teacher talk. The emphasis has been given to how effectively theteachers can help their students to learn and facilitate the communicative interaction intheir classroom teaching. McCarthy (2017) focused more on the relationship betweendiscourse analysis and grammar, vocabulary and phonology for language teachers.
In China，the relevant studies on teacher talk have also begun to attract the attention ofmany scholars. For example, Lin (1996) made a research on teacher talk and classroominteraction. He regarded teachers’ classroom language as a question which needed to befurther studied carefully and systematically. Zhao (1998) analyzed the quality and quantityof teacher ta
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