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ognition, defined by Simon Borg in 2003 as ― what language teacherthink, know and believe ― that is teachers' "beliefs, knowledge, theories, attitudes,images, assumptions, metaphors, conceptions, perspectives about teaching, teachers,learning, students, subject matter, curricula, materials, instructional activities, (and)self, has been an area of research in the field of language education for more than 30years, achieving a steady and significant growth in the last 15 years. Research onteacher cognition is concerned with understanding what teachers think, know andbelieve. Its primary concern, therefore, lies with the unobservable dimension ofteaching - teachers' mental lives. Developments in cognitive psychology highlightedcomplex relationships between what people do and what they know and believe;educational researchers thus became more aware of the fact that in teaching too,teachers' mental lives played a role in their instructional choices. In other words,teachers were not robots who simply implemented, in an unthinking manner, curriculadesigned by others; both before and while teaching, and these decisions thus became anew focus for educational researchers. The questions being addressed now were notsimply "What do teachers do?" but also "What do they think?", "What decisions dothey make?" and "Why?" The notion of universally applicable teaching behaviourswas viewed increasingly critically as the uniqueness of different educational contexts―and particularly the uniqueness of teachers and learners as human beings - wasacknowledged.As mentioned above, more and more researchers have paid close attention toTeacher Talk because of its importance in language teaching and learning. But atpresent, researchers abroad for Teacher Talk have only dealt with the analysis orcomparison of all kinds of phenomena about Teacher Talk. And most of the studiesare centered in ESL context and few involved in EFL context. In China, only a fewarticles on Teacher Talk were published because research on Teacher Talk began v^rylate. Research on Teacher Talk in China is still in the period of reviewing the studiescarried out abroad and lacks comprehensive and systematic research on its externaland internal characteristics. The development of teacher cognition research provides anew perspective for language teaching research, especially Teacher Talk. For thereasons mentioned above, the present study on Teacher Talk  a perspective ofteacher cognition is urgent and feasible in China. The final purpose of the presentstudy is to contribute to a better understanding of the teaching process in EFLclassrooms in China and provide some pedagogical suggestions to the Chinese EFLteachers in basic education on what kinds of Teacher Talk would be beneficial tolearners' language acquisition and therefore would be employed in classroomteaching.

　　1.2 Significance of the present study目前研究的意义
　　老师说话至关重要,不仅对于组织的教室,同时对整个流程的SLA(怒南,1991)。和老师谈话在外语课堂,特别是在中国,完全不同于,在其他教室和重要得多。Teacher Talk is of crucial importance, not only for the organization of the classroom,but also for the processes of SLA (Nunan, 1991). And Teacher Talk in foreignlanguage classroom, especially in China, is quite different  that in otherclassrooms and is much more important. It is not only the teaching tool but also theteaching context. Teachers should not only master the target language but also knowhow to use target language to teach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。