Chapter One Introduction
1.1 Research Background
Among them, China is a country with the largest population learning English. Different from English-speaking countries in which English learners can have much natural exposure to the target language (TL), most of the learners in China can only leam it in classrooms. Therefore，the English classroom becomes the main place for Chinese students to have regular contact with English and study English. Since the 1950s，EFL classroom-centered research (or simply classroom research) has become popular. Classroom research refers to the careful and detailed description and analysis of what is actually going on in the classroom as a means of developing understanding about how instruction and learning take place (Ellis，1994). It has been mainly concerned with establishing a link between the observable behaviors of the learners and the teachers and the extent of learners' language development (Allwright, 1991). Among the classroom research, teacher talk (TT)，the most important factor of teacher's classroom behaviors，has been considered as one important aspect of research. Teacher talk has come into focus due to its vital role in teaching and learning. According to Nunan(1991)，TT is the language which teachers use to organize and manage the L2 ( second language) / FL (foreign language) classrooms and implement their teaching plans. Teacher.talk is one of the major ways that teachers convey information to learners, and also one ofthe primary means of controlling learner behavior. Moreover, teacher talk is of great importance for the process of second language acquisition. In terms of acquisition，teachertalk is important because it is probably the major source of comprehensible target language input the learner is likely to receive (Nunan, 1991:189). Pica & Long (1986) find that theteacher's speech takes about 70 percent to 90 percent of the total class time. The quantity and quality of teacher talk would greatly influence or even decide the success or failure in classroom teaching (Hakansson, 1986). Therefore, the significance of the study on teachertalk is self-evident.
1.1探讨背景
其中，中国是一个学习英语人口最多的国家。来自英语国家的英语学习者能有充足的自然暴露目标语言（TL）不同，在中国的大多数学习者只能LEAM教室。因此，英语课堂，英语论文，成为中国学生经常接触英语和学习英语的主要场所。 20世纪50年代以来，课堂为中心的探讨（或简单的课堂教学探讨）已成为流行。课堂教学探讨是指仔细和详尽的描述和略论什么是真正在课堂上了解教学和学习如何发生（埃利斯，1994）发展的手段。它一直主要关注的学习者和教师观察到的行为和学习者的语言发展的程度（Allwright，1991）之间建立链接。课堂教学的探讨当中，老师讲老师的课堂行为（TT），最重要的因素，一直被视为一个重要的探讨方面。教师谈话已经成为关注的焦点，由于在教学和学习的重要影响。据努南（1991），TT是L2（第二语言）/ FL（外语）的组织和管理教室和实施教学计划，教师使用的语言。 Teacher.talk是教师传递信息学习者和控制学习者行为的主要手段之一的主要途径之一。此外，老师讲第二语言习得的过程中是非常重要的。
1.2 Significance of the Study
Since teacher talk plays such an important role in language teaching, a great numberof scholars (Chaudron, 1988; Long, 1980; Henzel, 1979; etc.) have made a lot of empiricalresearches on it. However，most of these researches only focus on the features of teachertalk as language input，such as rate of speech, pause，intonation, stress and modification invocabulary, syntax，and discourse (Chaudron，英语论文范文，1988). Moreover, such researches are usuallycarried out in the settings where learners can get target language input in naturallyoccurring contexts for communication. However, in China, it is known that English is aforeign language，which is rarely adopted in natural use. There is no ideal natural settingfor English language acquisition beyond their classroom. Therefore, the classr
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