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give the definition fromdifferent perspectives as follows.Just as Sinclair & Brazil (1982) put it, teacher talk refers to the speeches that theteachers use to speak to students when the teachers undertake teaching tasks inforeign language teaching.According to Long Dictionary of Language Teaching & Applied Linguistics,teacher talk is defined as “that variety of language sometimes used by teachers whenthey are in the process of teaching.” In a comprehensive view of teacher talk, RodEllis (1985:145) states that: teacher talk is the language that teachers address to L2learners is treated as a register with its own specific formal and interactionalproperties. In trying to communicate with learners, teachers often simplify theirspeech, giving it many of the characteristics of foreigner talk and other simplifiedstyles of speech addressed to language learners (Richards 1996). Meanwhile, RodEllis (1994: 726) further gives a description of teacher talk as follows: “Teachersaddress classroom language learners differently from the way they address other kindsof classroom learners. They make adjustment to both language form and languagefunction in order to facilitate communication. These adjustments are referred to asteacher talk.” As a result, it is clear that the language used by the teachers in theclassrooms is totally different from other settings in that it can serve as a main sourceof input, even revised input, which is capable of facilitating language acquisition.
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2.2 Studies on interactional features of teacher talk
There are many aspects of teacher talk, in this part, which consists of thefollowing aspects: the amount of teacher talk, teacher’s question and feedback. In terms of considerable evidence to indicate that the quantity and quality ofteacher talk are important aspects of teacher talk, furthermore, its quantity and qualitydetermines the success or failure of classroom teaching (Hakansson, 1986). Withoutdoubt, there exists the certain effect that the quality of teacher talk has on the learners’affect as a result of the quality of teacher talk with Reference to teachers’ Englishauthenticity, including pronunciation, intonation, grammar and the appropriateness.Meanwhile, the amount of teacher talk is concerned with the proportion of teachertalk of the verbal language in the classroom teaching. To date, a great number ofresearchers have provided a comprehensive survey of studies of teacher talk in ateacher-fronted, lockstep classroom setting, which reflects the importance attached toteacher talk.
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Chapter Three Methodology.....16
3.1 Research questions.....16
3.2 Subjects .......16
3.3 Instruments.......17
3.3.1 Classroom observation and tape-recording........17
3.3.2 Students’ questionnaire ........17
3.3.3 Teachers’ interview ....18
3.4 Lesson type ......18
3.5 Data collection and analysis......19
Chapter Four Results and Discussions....21
4.1 Analysis of the amount of teacher talk and student talk....21
4.2 Analysis of teacher questions in classroom interaction ....26
4.3 Analysis of teacher feedback ....33
Chapter Five Conclusion ......41
5.1 Major Findings......41
5.2 Pedagogical implications .....41
5.3 Limitations .......43
5.4 Suggestions for further study ....44

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