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摘要：本文是一篇初中英语教学论文，本文通过课堂观察、语料库研究和访谈收集数据，得出了一些主要结论。首先，教师中心模式仍然是当前初中课堂教学的主流，初中教师反馈的数量较少。教师话语的数量占整个课堂话语的大部分，这说明教师是课堂教学的中心，目前初中的大多数班级都是以教师为中心的模式。与以往对优秀教师的研究相比，教师反馈的数量较少。因此，教师反馈的比例较低，说明初中教师对教师反馈重视不够。

ong>....28

3.1 Research Questions........................... 28

3.2 Research Subjects..................................28

Chapter Four Results and Discussion...........................38

4.1 The Proportion of Quantity of Teachers’ Feedback Discourse.................38

4.2 The Main Types of Teachers’ Feedback............................. 42

Chapter Five Conclusion..............................61

5.1 Major Findings............................... 61

5.2 Implications.............................63

Chapter Four Results and Discussion

4.1 The Proportion of Quantity of Teachers’ Feedback Discourse

According to Krashen’s (1985) Input Hypothesis, learners can automatically getthe linguistic structures which are slightly higher than their current language level.When the language input is comprehensible and the amount of language input isenough, “i+1” will occur automatically. Hence, input’s comprehensibility and amountplay a crucial role in acquiring language.

Most studies of classroom discourse discuss the proportion of teachers’ discourseamount and the students’ discourse, and mainly focus on discussing the relation of thelength of Teacher Talk Time and Student Talk Time. These studies focusing onclassroom discourse find that teacher talk takes up 65% or even 80% of the classperiod in teacher-center classes, but students have little time to communicate (ZhaoXiaohong, 1998; Wang Yinquan, 1999; Xian Xiubin & SunXiaoli, 2007).

In this study, the author compares and discusses the amount of Teacher Talk andthe amount of Student Talk. By comparison, the contrast of words amount is moreefficient and accurate than the contrast of time. According to the texts transcribedfrom the recordings, by means of Microsoft office, the author counts the number ofwords of teacher discourse, student discourse, and teacher feedback in each class, andthe proportion of each part is also calculated (see Table 4.1). Teacher discourseincludes teachers’ classroom organization language, statement, explanation,questioning and classroom feedback, etc. Teacher-student discourse is the summationof teachers’ and students’ utterances.

初中英语教学论文参考

Chapter Five Conclusion

5.1 Major Findings

There are some major findings of this thesis based on data collecting by theclassroom observation, corpus-based method and the interview.

Firstly, the teacher-centre model is still the mainstream of current junior highschool classroom teaching and the amount of teacher feedback in junior high school isless. The amount of teacher talk accounts for the majority of the whole classroomdiscourse, which illustrates that the teacher is the center of the classroom teaching andmost of current classes is teacher-center model in junior high school. And comparedwith previous study of excellent teachers, the amount of teacher feedback is less.Therefore, the proportion of teacher feedback is lower, which illustrates that teachersin junior high school do not pay enough attention to teacher feedback.

Secondly, the diversity and flexibility of teacher feedback are not enough. Thereare two main types of tea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。