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cher talk is “variety of language sometimes used by teachers when they are inthe process of teaching. In trying to communicate with learners, teachers often simplify theirspeech, giving it many of the characteristics of foreigner talk and other simplified styles ofspeech addressed to language learners” (p. 698).
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2.2 English Learning Motivation
At present, motivation is widely taken as one of the most prominent factors in the fieldof second language acquisition as well as in our daily life. How do English teachers promotestudents’ motivation in learning English? First and foremost, English teachers should have ageneral understanding of learning motivation, which can help them understand students’learning behaviors comprehensively.It is difficult to give a definition of motivation in simple and clear words because it issomething that we can neither see nor exactly measure. It can be observed in the changes ofhuman’s behaviors. Different researchers define motivation from different perspectives.Bandura (1991) defines motivation as a general notion jointed to a system of managingmechanisms commonly attributed to directive and activating functions. While Brown’s (1994)definition of motivation gains lots of people’s approval. He considers motivation as an innerimpetus, arousal, emotion, or desire that drives people to take particular actions. What thedefinition of motivation Pintrich and Schunk (1996) give is “the process wherebygoal-directed activity is instigated and sustained” (p. 4).English learning motivation is one of the motivations of human behaviors. It manifeststhe desire of learning and a strong desire to master English. It is an internal motivation topromote English learning, a conscious initiative and enthusiastic mental state of Englishlearners in English learning activities. In other words, it can be considered as a psychologicalstate, which is an intrinsic need to learn English well, under the impact of self-regulation,coordinating with the extrinsic incentives, consequently, stimulating and maintaining andmaking great efforts towards a positive direction.
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Chapter 3 Methodology...........27
3.1 Research Questions.....27
3.2 Research Subjects...........27
3.3 Research Instruments......28
3.3.1 Observation........28
3.3.2 Questionnaire............29
3.3.3 Interview............29
3.4 Data Collection and Analysis.........30
Chapter 4 Results and Discussion....32
4.1 Results..........32
4.2 Discussion.....43
Chapter 5 Conclusion......47
5.1 Major Findings......47
5.2 Pedagogical Implications.........48
5.3 Limitations of the Study .........49
5.4 Suggestions for Further Research.....50

Chapter 4 Results and Discussion

Teacher talk is the major input in English teaching and learning classroom. AndEnglish learning motivation is considered as one of the crucial factors in learning Englishsuccessfully. In this chapter, it presents the results and analyses of the classroom observation,the students’ questionnaires, the interviews of the teacher and students. Two researchquestions concerning the influence of teacher talk on students’ English learning motivationand the students’ attitudes towards teacher talk are discussed as well.

4.1 Results
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