Chapter 1 Introduction
1.1 Background of the Study
强制全职教育英语新课程标准颁布于2017年，英语论文，指出明确的总体目标是培养学生的语文成绩。它说：“英语课程倡导新的学习模式，它侧重于感知的方式，体验，实践，参与和合作，通过构建更好的语言英语教学中的气氛”，以提供更多的机会，为学生的语言输出。广泛实施新的英语课程标准，教师从事初中英语教学的语言教学措施和效率下了更高的要求。然而，在我国的情况下，英语教学有其自身的局限性和特性：正规的课堂教学被看作是学生学习英语的最重要形式。虽然是由几个因素作用教学效率和学生的学习成果，老师讲的重要组成部分，是重要因素之一。努南（1991:189）指出老师讲不仅为教师实施教学计划视为一个有效的工具，但也可以为学习者提供理解目标语言输入The New English Curriculum Standards for Compulsory Full-time Educationwas issued in 2017, which points out explicitly that the general goal is to cultivatestudents’ language performance. It says “The English curriculum advocates the newlearning mode, which focuses on the ways of perception, experiencing，practicing，participation and cooperation in order to provide more opportunities of languageoutput for students by constructing better language atmosphere in the Englishteaching”.With The New English Curriculum Standards implemented widely, teachersengaging in English teaching at junior middle school are under much higherrequirements on language teaching approaches and efficiency. However, under thecircumstance in our country, English teaching has its own limitations andcharacteristics: formal classroom teaching is seen as the most important form forstudents to learn English. Although teaching efficiency and students’ achievementsare influenced by several factors, teacher talk as the crucial component is one of theimportant factors. As Nunan (1991:189) points out that teacher talk is not onlyconsidered as an effective tool for teachers to implement teaching plan, but also canprovide comprehensible target language input for learners
1.2 Significance of the Study
他安平（2017）指出，在课堂上老师讲英语，因为他们的讲话中起着登可涂布的影响，在建设和发展中的社会过程，直接作用着教学的质量和效率。事实上，英语毕业论文，社会的过程是教师和学习者之间，学习者之间的一种相互影响的过程。老师讲是否使用得当，在课堂上的互动，或不能直接导致学生的学习效果。在教学领域的学者都同意，被看作是课堂互动的重要过程。然而，教师和学生的角色扮演的互动过程中分别是多少？老师讲如何在互动的过程中学习者的学习效果？为了回答这些问题，许多探讨者在西方的教学圈和运用语言学领域所做的实质和深刻的探讨，对老师讲的语言和互动方面的L2和ESL教室。此外，这样的主题是探讨上面的反光阶段。He Anping (2017) states that English teacher talk in the classroom directlyinfluences the teaching quality and efficiency because their speech plays theindispensible roles in constructing and developing social process. In fact, socialprocess is a kind of interactional process between the teacher and learners and among the learners. Whether teacher talk is used appropriately in the classroom interaction ornot can directly result in students’ learning effects. Scholars in the pedagogical fieldagree that classroom interaction is seen as the important process. However, whichroles of the teachers and students play in the interaction process respectively? Howdoes teacher talk have an effect on learners’ learning in the interactional process? Toanswer such questions, many researchers in the western pedagogical circle and theapplied linguistic field have done substantial and profound studies on the linguisticand interactional aspects of teacher talk in the L2 and ESL classrooms. Furthermore,the studies of such topics are at the reflective stage. Compared with the studies inwestern countries, attention is given to teacher talk relatively later in the domesticresearches. Recently, scholars have set out to explore English teacher talk. Sometentative researches on teacher talk have investigated EFL teaching in the Collegeclassrooms.
However, there are very few investigations on teacher talk in Junior Englishclassrooms. Given that teacher talk has of its crucial importance, we might as we
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