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heir own ideas, using Englishto communicate with others, using English to analyze and solve problems.In accordance with the new requirements, the success of teaching depends on the qualityand quantity of teacher talk. And it’s necessary for English teachers to change their traditionalconcept and teaching methods. That’s to say, English teaching should be reformed accordingto the new English Curriculum Standard issued by National Education Ministry. In order tooptimize current English teaching, we should analyze teacher talk carefully on the basis of thestatus quo of English teachers’ language use. According to the requirements of the newCurriculum Standard, development of students’ autonomous learning ability andcommunicative competence are emphasized in the process of teaching and learning. With thehelp of multimedia and network technology, English language teaching is relatively free fromthe restrictions of time and place. Face-to-face instruction can be put into practice in classesof small size, since some repetitive work of conventional classes can be achieved inface-to-computer activities. As a result, teachers are able to supervise and guide the studentsin a more effective way, and it’s more convenient for them to give their students some helpwhen necessary. Teaching resources can be more effectively used and English teachers can beguaranteed to follow the principle of providing different guidance for different groups ofstudents in accordance with their aptitudes. As is advocated by the new curriculum standard,evaluation, which contributes to the improvement of teaching and learning efficiency, consistsof formative assessment and summative assessment.

Chapter Two Literature Review

Teacher talk is regarded as one of the main ways for teachers’ conveying information tolearners, also, it is considered to be one of the primary means to govern the learners’ learningbehavior. As observed closely in EFL classroom in senior high school, the language producedby teachers in EFL classroom often differs from the language produced by native speakers.For example, EFL teachers always considerably modify their talk. Additionally, it seems thatthey trend to talk so much in classroom. Therefore, it is necessary to reveal the followingissues: what is TT like? What are the characteristics of TT? What about the teachers’questioning behaviour? What is teachers’ feedback like to learner’s performance? And howdoes teacher talk affect learners’ learning enthusiasm as well as their target languageacquisition.

2.1 Input Hypothesis Put Forward by Krashen
In EFL teaching classroom, easy-understanding TT serves the students as a crucial meansfor acquiring the target language. Also, comprehensible input is demonstrated to be anmomentous factor in second language acquisition(SLA) by a great number of scholars,including Krashen and Long, both of whom are the outstanding representatives. The InputHypothesis put forward by Krashen(1985) occupies an important position in the field of SLA,although some scholars dispute over it. It is agreed that input plays a significant part inlanguage learning. Since TT is a critical part of learners’ input, discussion on language inputis valuable.Krashen is a famous expert in SLA studies for his L2 theories, specifically in languageacquisition and language development. His theory of SLA has been accepted widely and it hashad a great influence on language teachin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。