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were notable to demonstrate that one was more successful than another (Ellis, 1985: 143). Having retreated fromfocus on method, researchers began to assume that classroom interaction was the major variable whichinfluences SLA. “An offshoot of the comparative method studies, then, was to direct researchers’ attentionto the processes of classroom interaction by collecting language data from the classroom itself.” (Ellis,1985:143). “Classroom process research, as Gaies (1983) calls the study of communication in theclassroom, has taken different forms: interaction analysis; teacher talk; discourse analysis.” (Ellis,1985:143). Study on teacher talk has become one of the most important parts of classroom research.English is regarded as a foreign language in China. Students learn English for educational benefit orpersonal profit where the language has no function in the society. Because of the lack of authentic linguisticenvironment, teachers’ classroom English is considered as the model language and the main source of inputfor most high school students. However, English teachers in China have not fully realized the importanceof their talk in class yet.

　　
　　1.2 Research Motivation研究动机
　　In the traditional teacher-centered classroom English learning and teaching, the most class time isspent on teachers’ explaining language knowledge. It is obvious that teacher talk is of great importance inthis kind of class. English teachers need to make clear explanation and give proper examples by concise,explicit and easy-to-understand teacher talk.Basic education curriculum reform in China calls for a learner-centered classroom learning andteaching. In the learner-centered class, the roles of teachers are to organize the classroom activities, createchances for students to use English and provide guidance rather than just the explanation of languageknowledge. Thus, English teachers face great challenge to organize classroom activities effectively and tobe good masters of English language. (Chen, 2004). On the one hand, there exists an adaptation on a newrole of teaching. The teachers who get used to explaining the language knowledge may not be capable oforganizing classroom activities, taking part in the students’ activities and interaction between the teachersand their students, which may lead some English teachers to turn to the teacher-centered model. On theother hand, as an organizer, participant and helper, teacher talk should be used as different kinds of identity,that is, the different style of teacher talk, which is more challenging. The roles of English teachers in highschools are reflected by their talk in class. However, to achieve learner-centeredness, many teachers justsimply minimize their talking time in order to encourage more students’ talk. As a result, the studentsalways accept “junky input” because of their competence. In the long term, the students have acquired afossilized Interlanguage, which is harmful for their English development.The quantitative method is usually employed on the researches of teacher talk. Through statistics,some researches go into the phonologic, lexical and syntactic features of teacher talk; some researchesdiscuss the quantity of teacher talk, the type and frequency of question, the way of interaction and the wayof feedback. There are few researches on teacher talk through qualitative method. The researches on theproblems existing in the functions of teacher talk are even less. T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。