1. Introduction 引言
1.1Research Background 探讨背景
Teacher Talk as one of the vital parts of teachers’ behaviors (Nunan, 1991) has become ahot discussed research subject for a long period of time at home and abroad. David (1991)pointed out that language can assure the effective organization and management of class aswell as execution of teaching plan, etc. For foreign language teaching, Teacher Talk, which isnot only a tool of organizing classes but also a major source of students’ learning content,plays an irreplaceable role in foreign language classes, so it is necessary to do the relatedresearches.In China, English, as a foreign language rather than a second language, is a compulsorycourse in secondary schools and colleges. For most English learners, the English class is amain approach to acquire and use language. With the rapid development of economy,multi-media such as TV, Internet, and video, etc. have developed accordingly and they haveprovided more ways and materials for students to learn English. For most students, however,the foreign language class is still their main way of learning a language, especially studentsfrom rural countries. Hence, Teacher Talk naturally becomes the main source of learners’foreign language input.The significance of input in second language learning has been accepted over a longperiod of time. According to Krashen, input, especially comprehensible input is extremelyimportant in language learning or language acquisition. Teacher Talk as a special form ofinput should be put more emphasis on to provide students with a more authentic languageenvironment which is regarded as an effective way of language learning. Meanwhile theproper use of Teacher Talk can provide more opportunities for students’ foreign languagelearning.languageforms and thus affects learners’ oral English. It is proved that the effect of the lateris more obvious. The pronunciation and intonation of learners in the EXG hasimproved compared with the pre-test, but the change extent has no prominentadvantages in contrast to the CTG. During the experiment, it is found that retellingstory have certain influence on the improvement of learners oral fluency. As aresult, through the research we can easily find that story-retelling is actually aneffective method to improve the oral English ability of non-English majors fromHigher Vocational College.The results produced by the study have practical significance on theteaching strategy that retelling teaching method applied to oral English teaching.However, there are also some problems to be discussed.
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1.2 Research Significance
With the objectives to investigate the quality of teachers’ class input, this present researchstudies the prominent features of complexity of Teacher Talk in high school English classes.For English teachers, their language in class mainly functions as the tool of organizing classesand sources of learners’ language input. By studying the features of the complexity of TeacherTalk, teachers’ language competence can be reflected.Recently, under the theories and research methods of Teacher Talk, the empiricalresearches of Teacher Talk have developed and there are some achievements as well.Compared with foreign countries, however, the number of researches in China is limited andthe research fields also need to be broadened. Meanwhile, Most of the previou，英语论文范文，英语论文
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