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摘要：Teacher talk is the speech that teachers use to organize and manage theclassroom. It is not only a means for teachers to organize the classroom but alsothe major source of comprehensible target language input in the process of L2acquisition. Therefore, it is of crucial importance in language teaching.Theresearch analyzes the characteristics of teacher talk in the classroom interaction byconducting a case study of teacher talk in college English classroom.

to let it serve in learners’ acquisition better.Questions are mainly divided into display questions and referential questions;interactional adjustment is achieved through negotiation of meaning whichincludes comprehension check, confirmation check and clarification request; andteacher’s feedback includes simple feedback, feedback with a comment andfeedback with a follow up question. And this study attempts to make clear theabove characteristics of teacher talk in the investigated classroom, the influence ofteacher talk on students’ language acquisition and tries to find the reasons for thediscovered problems and finally puts forward the measures to solve the problems.To be specific, this thesis is made up of five chapters. The first chapter is abrief introduction of the whole paper. The second chapter concerns some importanttheories and other scholars’ studies on teacher talk. The third chapter is apresentation of the research methodology. Some detailed information of thesubjects in the study and methods used in the experiment is introduced in thischapter. The fourth chapter, also the main part of this paper, displays the datacollected from the observation and provides the analysis of the data. Teacher talkis discussed from three aspects: the types of teacher’s questions, negotiation ofmeaning and teacher’s feedback. The last chapter is implications and conclusion.

Chapter 2 Literature Review......................... 10-25
    2.1 Theoretical Background ........................10-16
        2.1.1 Krashen’s Input Hypothesis ........................ 10-14
        2.1.2 Long’s Interaction Theory ........................14-16
    2.2 Researches on Teacher ........................ 16-25
        2.2.1 Definition of Teacher ........................ 16-18
        2.2.2 Studies on Question ........................ 18-19
        2.2.3 Studies on Negotiation ........................19-20
        2.2.4 Studies on Teacher’s ........................ 20-22
        2.2.5 Other Researches on ........................ 22-25
Chapter 3 Research Methodology ........................25-28

Chapter 5 Findings and Implications

5.1 Findings
In this paper the author has investigated characteristics of teacher talk fromperspectives of question types, negotiation of meaning and teacher’s feedback.Through the analysis of the transcription, the present study has the followingfindings:1. More display questions are used than referential questions by the teacher. Thissituation does not offer opportunities for the students to give morecomprehensible output. The teacher uses questions to fulfill curriculumrequirements while neglecting the students’ communication competence in theclassroom.2. Among the three kinds of negotiation of meaning, comprehension check,confirmation check and clarification request, there is an overuse ofcomprehension check. This characteristic reveals that in the classroomtwo-way communication is not enough for the students to interact in class.3. The teacher uses simple feedback towards learners’ respo本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。