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roposedTT refers to “the term used to describe the register which teachers use in class with learners. Itincludes the aspects of teachers’ behaviors, such as error treatment, simplification, reduction,explanation and talking time distribution.” This is the functional definition of TT, of which TT hasbeen defined as a special register.Song Deyun and Pan Longming (2000: 51) presents TT includes classroom English,instruction English, teacher-student English, and teacher feedback English. It’s characterized bysimplification and modification, English TT is used to instruct language knowledge, communicateand organize classroom activities. It can be completed through repetition, explanation, paraphraseand exemplification.In the present study, TT is used to manage and organize classrooms which include teacherquestions, comments on students’ responses, feedback to praise and correct errors, speechadjustments when teachers perform teaching in classrooms.
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2.2 Rationale for Teacher Talk
This part mainly presents theoretical foundations relevant to the study. Since the thesis aims tostudy TT in translation class, the interaction between teachers and students are essential. With theparadigms of Krashen’s comprehensive input hypothesis, Swain’s output hypothesis and Long’sinteraction hypothesis, the thesis conducts detailed investigation. The demonstrations of the threeparadigms are presented as follows: The input hypothesis proposed by Krashen claims that exposure to comprehensible input isboth necessary and sufficient for L2 learning to take place. Krashen (1985: 2) states that “Humansacquire language in only one way—by understanding messages, or by receiving ‘comprehensiveinput’… We move form i, our current level, to i+1, to next level along the natural order, byunderstanding input containing i+1”, that is, the language learners are exposed to should be farenough beyond their current competence that they can understand most of it but still be challengednot overwhelmed to make progress. Then Krashen cites another two ideas related to the hypothesis.
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Chapter Three Methodology.....21
3.1 Research Questions .........21
3.2 Subjects .........21
3.3 Instruments....23
3.4 Data Collection .........25
Chapter Four Results of Study and Discussion.....27
4.1 The Results of Amount of Teacher Talk........27
4.2 The Results of Teacher Question ......34
4.2.1 The Frequency of Display Questions and Referential Questions .......35
4.2.2 The Distribution of Teacher Question.......37
4.3 The Results of Teachers’ Feedback .........40
4.4 The Results of Interactional Modification ....43
4.5 Discussion .....48
Chapter Five Conclusion.....53
5.1 Major Findings of the Study .......53
5.2. Pedagogical Implications .....54
5.3 Limitations and Suggestions for Further Studies......61

Chapter Four Results of Study and Discussion

4.1 The Results of Amount of Teacher Talk
Many researches find that the amount of TT accounts for a large proportion in languageclassroom teaching, that is, 70% on average (Cook, 2000; Chaudron, 1998). Zhao Xiaohong, aresearcher from China, selected some teachers in college English reading class as subjects for aninvestigation and analysis on TT in 1998. She extracted par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。