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Chapter One Introduction

1.1 Background of the Study
Owing to the rapid pace of the world globalization and the great enhancement of thecommunication and cooperation between different nations, recently, how to promote Englishcommunicative competence has become a hot topic throughout the world. Many non-Englishspeaking countries are witnessing a boom of learning English. As it happens, the teaching andlearning of English has drawn much more attention of the linguists and language educators. Moreresearch has been done on the language classroom and the roles of learner and teacher. Teacher talkis known to be a key factor in foreign language or second language development.Teacher talk (TT) is the research focus in the fields of second language (L2) acquisition. It is ofcrucial importance for both classroom teaching organization and students’ language learning in theprocess of foreign language (FL) learning and L2 acquisition because TT is an instrument ofimplementing teaching plan, and also the main source of language input for L2/FL learners in thelanguage classroom (Nunan, 1991:189). The amount and quality of TT in language classrooms mayinfluence or even determine the effect of classroom teaching (Hakansson, 1986).According to the National Curriculum for Undergraduates of English Majors, English majorsshould cultivate comprehensive talents with sturdy ability of English and extensive culturalknowledge. The English translation teaching must be improved to cultivate such talents, andtranslation classroom teaching is crucial to improving teaching quality. According to the Curriculum,in the translation classroom teachers should teach students not only translation theories but alsomuch translation practices. The translation courses not only focus on comparison between Chineseand English, but also summarize commonly used techniques of interlingual translation.Consequently, teachers undertaking translation teaching tasks play an important role in classroomteaching.
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1.2 Purpose of the Study
Since TT plays an important part in translation classroom for English majors, students’performance and learning process, some research questions are deserved to mention. For example,what are the characteristics of TT in translation class of English majors? Which characteristics havean effect on students’ translation learning? Can translation teachers improve the translation teachinglevel according to these effects?Considering the reasons above, the author will analyze translation TT in Chinese context tomake teachers realize what kinds of TT will benefit students’ translation learning and what types ofTT can be applied in classroom teaching. The purpose of this study is to analyze the characteristicsand effects of TT in translation class of English majors, and to offer pedagogical implications totranslation teachers.
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Chapter Two Literature Review

2.1 Teacher Talk
Ellis (1994: 342) defined teacher talk as follows: “Teacher makes adjustment to both languageform and language function in order to facilitate communication. These adjustments are referred toas Teacher talk.” According to Cook (1996: 119), TT refers to “the amount of speech supplied bythe teacher rather than the students in L2/FL classroom”. Johnson and John (1998: 320) p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。