初中英语教师的课堂更应关注自己的教学质量的话语。在前人探讨的教师说定量探讨措施，既通过数据统计资料来研讨教师的话语，英语论文范文，问题的类型和频率，英语论文网站，互动和反馈方式等。
Chapter 1 Introduction引言
In recent years, many studies have been done about the linguistic features of English teacher talk inhigh schools as well as universities. This thesis focuses on the functions of English teacher talk in juniorhigh schools. This chapter introduces the research background, research motivation and the layout of thethesis.
1.1 Research Background探讨背景
Admittedly, for many years, the curriculum and instruction reform developed in China was based onthe perspectives of animal learning psychology, which emphasized behaviorism, treating Education andlearning process as mere training. Under the New Curriculum context, education is for the purpose of thedevelopment of each student, not for “training”.Outline of Basic Education Curriculum Reform (implementation) (2017) put forward by the Ministryof Education initiated the eighth curriculum reform, and laid out the blueprint of China’s basic educationcurriculum reform in the new century with a new discourse system, reflecting the progressive tendency ofcurriculum theory and curriculum reform practice of the time. From the angle of protecting each student’s“learning right”, it explicitly points out the basic idea of the reform: “Reform for the nation’s revival andfor each student’s development.” Not only should the basic education curriculum policy of “three levels ofcurricula management” be promoted, but also a whole system of reform against examination-orientededucation should be introduced to enhance the popularization of education, strengthen moral education,pay more attention to humanistic qualities and so on (Zhong et al. 2017).The gist of the Curriculum Reform is to construct new curriculum system for elementary educationcorresponding with demands of quality education, to set the learner-centered curriculum goal, to cultivatebasic knowledge and basic skills necessary for learners’ life-long learning and development, to advocatethe autonomous, collaborative and inquiry-based teaching skills, to encourage teachers and learners’creativity, to explore the effective system of curriculum assessment, and to achieve the reconstruction ofthe educational concept and the innovation of the educational system. (Zhong and Cui, 2017:ⅰ-ⅱ)It is a recent tendency that researchers have been taking an approach of descriptive analysis onclassroom instruction. Classroom-centered research investigates the process of teaching and learning inclassroom settings. “It simply tries to investigate what happens inside the classroom” (Allwright & Baily,1991: 3).In the last twenty years, a succession of great steps of research on teachers have been implementedworldwide, from the research on teachers’ skills to teachers’ thinking, to teachers’ knowledge, and toteachers’ reflective teaching. The increasing of interest in the analysis of teacher talk has been stimulatedby the rejection of language teaching method as the principal determinant of successful learning. At thebeginning, it was believed that the teaching effect was fully determined by the choice of teaching method.Studies such as those by Scherer and Wertheimer (1964) and Smith (1970) investigated the comparativeeffectiveness of methods such as grammar-translation, audio-lingualism, and cognitive code, but
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