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本文是一篇初中英语教学论文，研究者从第十三届全国初中英语教学观察与培训研讨会中选取了六个阅读班作为样本，基于SETTFramew分析了初中英语教师使用的课堂模式和教师话语的互动特征。

Chapter 1 Introduction

1.1 Background of the research

In recent years,with the reform of English curriculum in basic education andthe improved requirements for the standardization of English teaching in China,ithas become an inevitable requirement to improve the quality of English educationand teaching.However,English learners in China have very few opportunities toacquire English in a natural environment,and learners’English acquisition is mainlytake place in classroom.Teacher talk in the English classroom is not only used as atool for teaching plan but also an important input of learners’language resource.Therefore,teacher talk,as the main input language and medium of instruction in theclassroom,plays a vital role in the process of English teaching.It has a strategic rolein English teaching and learning.Therefore,it is of crucial importance to analyzeteacher talk used by English teachers and reveal their interactional features.

As early as the 1960s,foreign researchers began to analyze teacher talk inlanguage teaching from multiple perspectives.For example,Chaudron(1988)researched the characteristics of teacher talk from a linguistic perspective in terms ofspeech rate,pauses,pronunciation adjustments,lexical adjustments,grammaticaladjustments,and discourse adjustments.In the same period,Krashen’s inputhypothesis theory(i+1)has also given fresh impetus to the study of teacher talk,andEllis(1994)has summarized the research findings on teacher talk from the amount oftalk,functional distribution,speech rate,pauses,phonology,intonation,articulation,and stress,which provides a wealth deal of material for the study on teacher talk andoutlining the history and current status of research on teacher talk.Domestic researchon teacher talk started relatively late,and it was not until the communicativeapproach was introduced to China from the West in the 1990s that the research onteacher talk began to receive attention from scholars.

1.2 The purposes and significance of the research

As the primary means of transmitting knowledge and an important source oftarget language input for students,teacher talk is of vital significance for theprocesses of acquisition.Its quality bears much on the acquisition of language bylearners.The importance of teacher talk in English language teaching and learninghas resulted in a growing tendency to use different research perspectives to analyzethe use of teacher talk in English teaching.This study adopts Walsh’s SETTframework to investigate the use of high school English teacher talk in terms of thefour classroom modes and interactional features,hoping to provide some insights andimplications for middle high school English teachers.This study has both theoreticaland practical significance.

From the theoretical perspective,this study analyzes the teacher talk from a newresearch perspective,and it is an attempt to work on the perfection of teacherdiscourse system,and provides a theoretical basis for junior high school Englishteachers to choose teacher talk with different pedagogic objectives.

From the practical perspective,the present study is meant to reveal the modesand interactional features of teacher talk used by junior high English teachers and getsome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。