Chapter One Introduction
1.1 The Researching Background
In classroom teaching study, Teacher Talk has attracted more and more researchers' attention for a longtime. In the 17 century Czech educator Jan Amos Komensky (1633) put forward the hypothesis that it ispossible for one teacher to teach many students at the same time, which lays the foundation for theestablishment of classroom teaching. Then with the research by Johann Friedrich Herbart (1806) and N. A.Kaiipob (1939), etc., classroom teaching gradually becomes the major form of education abroad(Comprehensive knowledge of education foundation, 2017). In China, as the educational reform wascarried out, more and more educators and researchers have realized that classroom teaching is amulti-dimensional and multi-level system in which Teacher Talk is the essential element to build up acreative education. Teacher Talk plays a significant role in classroom teaching. Teacher Talk controls andorganizes the teaching progress, and it also is a main way that students acquire the language knowledge.Teacher Talk is not only the instrument for teachers successfully carrying out their teaching program, butalso one of the main sources that students gain the comprehensible target language (Nunan,1991:189).Krashen (1985) thought that the input of comprehend language is an important factor to facilitate thesecond language acquisition. Teacher controls the whole class according to their utterance (Johnson,1995).The quantity and quality of teacher talk can affect even decide classroom teaching results(Hakansson,1986). If Teacher Talk is employed correctly, it can not only promote the communicationbetween teachers and students, but also create more opportunities for students to learn and speak the targetlanguage. Furthermore, it stimulates more students to take part in the classroom activities, too. More andmore findings make clear that active classroom activities, no matter linguistic or non-linguistic, will helpsecond language learners learn very well (Zhang Ye&Zhou Dajun,2017) .
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1.2 Aims of the Study
In this research, the quantity and quality of Teacher Talk in Chinese Junior High School will bestudied. Special emphasis is put on a close study of the following four aspects: 1) the quantity of teachertalk, 2) teacher's questions 3) questioning wait-time, and 4) feedback. The study aims to find out whetherTeacher Talk occupies most of the class time of the class, whether the quantity of teacher talk is appropriate,what kind of questions and feedbacks that teachers frequently use. The paper is divided into six parts. In chapter 1, the research background and aims of the study arepresented. In chapter 2, it relates to the research on Teacher Talk. It contains the definition, functions,features, previous studies about Teacher Talk. Chapter 3 introduces three theoretical background aboutTeacher Talk. They are the Comprehensible Input Hypothesis, the Comprehensible Output Hypothesis andthe Interaction Hypothesis. Chapter 4 describes the research design, including the research subjects andquestions, research method and instrument. Chapter 5 involves in the analysis and discussions of quantityof teacher talk, types of questions and kinds of feedback. The last chapter 6 is the major findings and theimplications of the research as well as the limitation and further study.
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