Chapter One Introduction
1.1 Background of the study
From the 1960s, the western scholars embarked on the study on the classroomteaching systemically (West 1955; Moskowitz 1968; Flanders 1970). It is worthnoting that Flanders, in 1970, put forward the teacher behavior analysis based on thestudents’ behavior and responses. Thereby, teachers can fulfill their teaching taskswith different methods. In other words, to a great extent, the way the teachers teachdetermines the students’ participation. Later on, in the 1980s, there were numerousinvestigations which provided profound insight into how to describe and analyze whathappens in the EFL (English as a foreign language) classroom. Consequently, theproblems existing in the process of second language acquisition were exposedexplicitly and further bear out the value of the classroom interaction (Allright 1988;Ellis l985; Long 1983; Swain 1985). From then on, teacher talk has increasinglycounted much. As teacher talk can help the students involve in differentcommunicative activities and provide them the chance to practice language. Andteacher talk yields the negotiation of meaning through which it facilitates languageacquisition (Anton 1999).In the light of the study in EFL teaching, thanks to the fruits it yields abroad, inChina, it enjoys its boom. However, it emphasizes the importance of the explicitknowledge instead of implicit knowledge. As a result, the investigation of teachingmethods far outweighs the study on the real classroom teaching (Yang Xueyan 2017).In recent years, the relative study inevitably focuses on teacher talk (TT) including theamount of TT, the classification of TT, teacher questioning, feedback and correction.In addition, the study concerning the foreign language teaching emerges in the formof two-way, say, how to teach and how to learn, rather than just teacher’s teaching.Since the New Curriculum Standard came into effect, the problem on how to improveteacher’s teaching and how to cultivate the students’ learning has become the focus inthe language classroom and teacher talk is one of the key factors influencing students’classroom language learning process. Therefore, only when the way that the teachersteach changes can the students’ learning be transformed radically.
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1.2 Significance and Purpose of the study
In recent decades, with many fresh innovative EFL teaching approachesintroduced to China, such as “Task-based Language Teaching”, “CommunicativeApproach”, or “Interaction Teaching Mode”, they have provided many insights intohow to stimulate students to actively participate in English learning process.Additionally, according to Brown (2017), “the whole person” cultivation is proposed,which is in line with the quality education advocated recently. From this perspective,the study in classroom setting has been increasingly drawn attention. Likewise, theresearch on classroom discourse has been enjoying its boom since the 1960s. Whereasa majority of researches are restricted in the university settings, to date, few of themhave been concerned with the teacher talk in senior high school English classroomcontext of China.
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Chapter Two Literature Review
2.1 The definition of teacher talk
In terms of notion of teacher talk, a lot of researchers ，英语论文题目，英语毕业论文
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