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A Study on Teacher Talk in ESL Classroom from the Perspective of English Majors

Author: ZuoYanHong
Tutor: WangYunFeng
School: Guangdong University of Foreign Studies
Course: Foreign Linguistics and Applied Linguistics
Keywords: Teacher Talk Language input Verbal modification
CLC: H319
Type: Master's thesis
Year: 2008
Downloads: 246
Quote: 0
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For most foreign language learners, the classroom is the main channel of the target language input, this is the case in China. As the external conditions for language learning, the classroom teacher talk for students to provide a favorable environment plays an important role in language learning. Thus teachers' classroom language in the entire English teaching system is crucial. Its quantity and quality, especially in the student's language acquisition is to improve speaking ability is an essential factor. In recent years, this has been the attention of researchers of second language learning, but only empirical studies are mostly for non-English primary, secondary or university specialized courses classroom teacher talk and few scholars research university English professional classroom Context teacher talk. In view of these, the purpose of this study is to input characteristics of the study focused on Chinese colleges and universities in the English professional courses classroom teacher talk, or called linguistic features. In order to facilitate data analysis, the study analyzed seven dimensions professional teachers of college English classroom discourse, discourse amount (ratio) of the teacher-student discourse, the proportion of use of the target language and mother tongue (English ratio), speed, vocabulary amount of syntactic features (including sentence length and clause number), the whole discourse modified (ie, self-repetition), and simplify the language and elaborate. Professional English Zhongshan Institute of Chengdu University of Electronic Science and Technology 4 sophomore English class teachers and their 207 students, classroom observation, classroom recording and questionnaire as a research tool to collect data. Through the analysis of teacher talk in the recording, while the comparative results of the questionnaire in order to ensure the validity of the findings. The study reached the following results: teachers taking up most of the classroom discourse time, rarely give students the opportunity to participate in the classroom, so that the classroom is more than a teacher dominant; Overall, English as a target language is the main teaching tool for teachers, accounting for teachers classroom discourse more than two-thirds; teachers of the relatively rapid rate of speech, an average of 154 words per minute; vocabulary is small (type-token ratio is 0.16); syntactic features performance for teachers tend to use long sentences (average sentence length of 10.12 words), clause more syntactic complexity; repeats itself as discourse modified frequency; teachers often use simplified language and less detailed interpretation. Many of these characteristics exhibit characteristics of English professional classroom teacher talk, this is the main finding of the paper. In addition, the study also found that teachers' language characteristics are closely related with the content of classroom teaching and classroom activities. Overall, the language to ensure that the basic comprehensibility and syntactic complexity, which is consistent with Krashen's theory of comprehensible input. But at the same time, some of the results are not very satisfactory, a faster rate of speech, small vocabulary, as well as more frequent repeat these characteristics to some extent reduce the quality of the target language input. On the results of teaching, especially the School of Professional English Teaching has a certain significance. In other words, teachers should be on classroom discourse more intense self-awareness, more attention to teachers' language, so as to improve and optimize their own classroom language in order to provide students with a rich language input, to create the best locale. This study provides some specific teaching suggestions. For example, to reduce teacher talk time to create the opportunity to speak to more participation for students; teachers should strive to design rich classroom activities and expand the topic other than textbooks as classroom discussion object, in order to stimulate students' initiative and interest; addition, teachers should accurate understanding of the language proficiency of students to adjust their classroom discourse.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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