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摘要：College English teacher talk, differs with the language that teacher uses in other context,that is used to organize the English teaching activities, to convey language information andso on. Teacher talk is a significant factor of teaching researches. The analysis and study ofteacher talk can explore the relationship between teacher talk and teaching effects. In EFLclasses, teacher talk affects students learning and class atmosphere significantly.This paper studies the teacher talk in English classes for non-English majors based onmany teacher talk samples, to explore how the different teacher talk amount and languagestyles influence the language learners. Based on Krashen’s input hypothesis theory, Swain’soutput hypothesis theory and Long’s interaction hypothesis theory, this research chooses 6different non-English major classes in Shanxi Datong University as the research samples.The corpuses are collected by class view, class notes, audio record, questionnaire survey, etc.

ses the central challenge of teacher education as understanding howteachers conceive of what they do and how they adopt new ways of understanding andbehaving. This cannot be achieved simply by exposing teachers to research or theory butcomes about through teacher’s constructing their own theories of teaching, drawing on theirknowledge, skills, training, and their experience of teaching. Through the observation of theTT in classroom, it presents a new perspective to reflect and evaluate their teaching in reallanguage classroom.

　　
　　1.4 thesis structure
　　This thesis consists of five different chapters, which are shown as following:Chapter one is the introduction of the whole thesis, which clarifies the researchconception and present the research background, research purpose and research significance.This chapter also presents the framework of the whole thesis.The second chapter is a literature review, which states the theoretical foundations of thisresearch, based on three great theories of second language acquisition, such as Krashen’scomprehensible input hypothesis theory, Long’s negotiated interaction hypothesis theory andSwain’s comprehensible output hypothesis theory. This chapter also introduces the currentstudy of Teacher Talk (TT) in both China and abroad and deeply clarifies the term “TeacherTalk”.The third chapter of this thesis is the research design. This part presents the researchmethodology which consists of research questions, research objects, data collection andanalysis. The questionnaire, audio-record, classroom note-taking and interview areintroduced as the data-collecting ways.The fourth chapter presents the statistical results and main findings of the research,analyzing the amount of Teacher Talk (TT) and students talk (ST), the percentage ofteacher’s display questions and referential questions, the percentage of teachers’ positivefeedbacks and negative feedbacks, and the percentage of teacher’s confirmation checks,comprehension checks and clarification requests.The fifth chapter is a conclusion of this whole thesis. The part discusses the mainfindings, limitations of the present research and the suggestions for further researches.

　　
　　Chapter Ⅱ Literature ....................... 15-29
　　    2.1 Theoretical foundations....................... 15-19
　　        2.1.1 Krashen’s comprehensible ....................... 15-17
　　        2.1.2 Long’s negotiated interaction....................... 17-18
　　        2.1.3 Swain’s comprehensible output ....................... 18-19
　　    2.2 Current study of teacher talk .......................19-22
　　        2.2.1 Origins of teacher talk .......................19-21
　　        2.2.2 Related studies of teacher .......................21-22
　　    2.3 Teacher talk....................... 22-29
　　        2.3.1 Definition of....................... 22-23
　　        2.3.2 Forms of teacher....................... 23-27
　　            2.3.2.1 Teacher’s.......................23-25
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