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oom is themain setting where they study English，and teacher talk is the main source of targetlanguage input to the Chinese students. Although there has been an increasing amount ofstudies on classroom teacher talk in western countries, little has been conducted in Chinato examine the features of teacher talk and classroom interaction in the Chinese context.Thus, teacher talk research in this setting might facilitate our better understanding of suchinteresting issues as; What are the characteristics of teacher talk in EFL classrooms in theChinese context? Would the EFL classroom context in China facilitate Chinese learners'acquisition of English? Therefore, further research is needed to complement the findings ofprevious studies so as to get a clearer picture about features of teacher talk in EFLclassrooms in the Chinese context.

Chapter Two Literature Review

Research into teacher talk (TT) dates from the classroom teaching research. Since the1950s, classroom teaching has always been an important issue in the language teachingresearch in western countries. A lot of researches have been conducted on the L2/ FLclassrooms, and the results obtained from these researches show that learners' successfuloutcomes may significantly depend on the type of language used by the teacher and type ofinteraction occurring in the classroom. Therefore, since the 1970s，the research intoclassroom teacher talk has become one crucial part of classroom teaching research and hascome into focus due to its vital role in second language teaching (SLT). As Nunan (1991)points out: "Teacher talk is of crucial importance, not only for the organization andmanagement of the classroom but also for the processes of acquisition". Teacher talk is notonly the tool the teacher uses to organize the class and convey the knowledge but also themajor input of the target language which is considered standard and the model to imitate bythe learners.
Teacher talk has been receiving increasing attention from researchers, classroomteachers and applied linguists. Since the 1970s, there have been a lot of researchesconducted on teacher talk. In 1970s，Gaies (1979) and Henzl (1979) began the researchabout TT. In 1980s，many researchers (Long & Sato，1983; Pica & Long, 1986; Chaudron,1988 and Nunan, 1991, etc.) also studied TT, most of whom studied it in teacher-centeredsecond language classrooms and were mainly concerned about the teacher talking time,features of TT, etc. They paid more attention to the quantity of TT and only focused on thefeatures of teacher talk as language input，such as rate of speech, pause, intonation; stressand modification in vocabulary, syntax, and discourse (Chaudron, 1988). Some researchersfocused themselves on the importance of classroom interaction (e.g. Allwright, 1984;Swain, 1985，1993). Brock (1986) studied effects of types of questions teachers ask onstudent interaction while Pica (1987) and Anton (1999) looked at modifications andnegotiation of meaning that occurred in the classrooms. In recent years, many researchers(e.g. Cullen, 1998; Walsh, 2002) have begun to notice the importance of the quality of TT.The emphasis is given to how effectively teachers are able to facilitate learning and promote communicative interaction in the classrooms.Generally，researches on TT are mainly focused on the following aspects.

Chapter Three Theoretical Framework......... 28-35
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