英语论文网

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.

;      2.3.2.2 Teacher’s .......................25-26
　　            2.3.2.3 Interactional ....................... 26-27
　　        2.3.3 Language use of teacher talk in ....................... 27-29

　　
　　Chapter V Conclusion

　　
　　This thesis studies the teacher talk in college English classes for non-English majors.The case study is carried out in Shanxi Datong University, and six teachers and their classesare chosen as the research subjects. The author collects the data by observing classes andrecords the audio material by an MP3 player, and 300 pieces of questionnaires are issued tothe students under investigation. The audio-records are transcribed and questionnaires arecalculated correctly.And the research theoretical foundations are Krashen’s comprehensible input hypothesis,Long’s negotiated interaction hypothesis and Swain’s comprehensible output hypothesis.Based on the above theoretical foundations, this thesis deeply analyzes the data collected andproduces some findings.This chapter is the conclusion of the whole research, in which the main findings, thelimitations of present research and some tentative suggestions for the further researches arepresented.

　　
　　5.1 Main findings
　　In this thesis, the author chooses some main factors of teacher talk to be studies, namely,the amount of teacher talk time, the L1 usage amount, teachers’ questions, teachersinteractional modifications and teachers’ feedbacks. This thesis uses the comparativemethods to analyze the data of assistant teachers (Teacher A, B and C), lecturers (Teacher Dand E) and associated professor (Teacher F) and concludes the main findings in chapter four.From the data analysis, this paper concludes that the teacher talk time in the examinedclasses occupies more than a half of class time. According to the theoretical foundations ofthis research, the target language input, interactions and output for the language learnersshould be as much as possible, but three of them in a class should be balanced distributed.Teacher talk occupies too much class time means that students talk time is not sufficient. Soit is concluded that in the EFL classes, teachers should decrease their self-representation timeand organize much more pair-works to enhance students’ interaction and target languageoutput.Some scholars think that the first language use in EFL classes influences students’target language input, however, this research concludes that in the examined classes, theteachers do not use too much native language in classes, and the effects and functions of theproper native language use are beneficial. For one hand, proper amount of Chinese use canhelp teachers to explain some tough language points and make students to comprehend thedifficulties as soon as possible, for the other hand, proper amount of Chinese talking candraw back students’ lost-mind. Display questions and referential question should beconsidered at an equal level, teachers can ask some referential questions to enhance studentsto consider in target language and practice their oral English. The three types of interactionalmodifications are all important in language learning classes; teachers should increase theusage of confirmation check and clarification request. When teacher response to studentsanswer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。