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f teaching method.Studies such as those by Scherer and Wertheimer (1964) and Smith (1970) investigated the comparativeeffectiveness of methods such as grammar-translation, audio-lingualism, and cognitive code, but 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 the classroom, 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.

Chapter 2 Literature Review

In ELT class, after the instructional design, teacher’s role influences the functions of English teachertalk to a large extent. In this chapter, a brief review of studies on instructional design, teacher’s role in classand teacher talk will be presented.

2.1 Instructional Design (LD)
Many definitions exist for instructional design. All of them are an expression of underlyingphilosophies and view points of what is involved in the learning process. Distinguishing the underlyingphilosophy of learning (in terms of: How does learning occur? What factors influence learning? What is therole of memory? How does transfer occur? What types of learning are best explained by theory?) can helpinstructors and designers select the design model most congruent with their education philosophies.

2.1.1 Definitions of ID
Siemens (2002) states that Instructional Design, very loosely defined, is a system or process oforganizing learning resources to ensure learners achieve established learning outcomes. As such, it isessentially a framework for learning.Instructional Design is defined as “a systematic process that is employed to develop education andtraining programs in a consistent and reliable fashion” (Reiser & Dempsey, 2007).Srinnivas (2008) defines Instructional Design as “the systematic development of instructionalspecifications using learning and instructional theory to ensure the quality of instruction.” It is the entireprocess of analysis of learning needs and goals and the development of a delivery system to meet thoseneeds. It includes development of instructional materials and activities; and tryout and evaluation of allinstruction and learner activities.

Chapter 3 Research Design ............30-34
    3.1 Research Objectives and Questions...........30
    3.2 Research Subject ...........30-31
    3.3 Research Method and Procedure........... 31
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