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2.1 The Definition of Teacher Talk
For foreign language learners, teacher's discourse in the classroom is the main resource that they getthe target language input. The kind of language used by the teacher for instruction in the classroom isknown as Teacher Talk. For this term, Longman Dictionary of Language Teaching and Applied Linguisticsdefines it as “that variety of language sometimes used by teachers when they are in the process of teaching.In trying to communicate with learners, teachers often simplify their speech, giving it many of thecharacteristics of foreigner talk and other simplified styles of speech addressed to language learners”(Richards, 1992: 471). Having studied the SLA for many years, Rod Ellis (1985) has formulated his ownview about Teacher Talk: “Teacher Talk is the special language that teachers use when addressing L2learners in the classroom. There is systematic simplification of the formal properties of the teacher’slanguage…” He also commented “the language that teachers address to L2 learner is treated as a register,with its own specific formal and linguistics properties” (Ellis, 1985: 145). Cook (2000) thinks that TeacherTalk refers to the amount of speech supplied by the teacher rather than the students. Studies of Teacher Talkcan be divided into those that investigate the type of language that teachers use in language classrooms andthose that investigate in the type of language they use in subject lessons. Studies of the first type includethat those of Gaies (1977, 1979), Henzel (1979), Long (1983b), and Long and Sato (1983). While discourseanalysis, like interaction analysis (but unlike Teacher Talk studies), considers both the teacher’s and thelearner’s contribution.
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2.2 Functions of Teacher Talk
First one is the teaching function. Teacher transmits knowledge to learners with their talk. In otherwords, Teacher Talk is the carrier of knowledge. In language teaching class, language is not only thecontent that students are learning, but also the teaching media and the way of teacher teaching. Just becauseof its significance and particularly, Teacher Talk is extremely important to students' language output. (WangYinquan,1999; Lv Lisheng,2011)The second important function is demonstration function. In the class, for students, teacher is theembodiment of knowledge, the imitating model, and the object students will follow. They always treat theteacher's speech as their learning target. In foreign language teaching class, teacher talk, the overt classconversation, will have great effect on students. As a result, the quality of teacher talk is emphasizedfrequently. Xu Fei (2005) insists that language teachers should improve their language skill, make theirlanguage gentle and polite and build an appropriate language environment for students.
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Chapter Three Theoretical Background ...... 13
3.1 The Comprehensible Input Hypothesis......... 13
3.2 The Comprehensible Output Hypothesis...... 14
3.3 The Interaction Hypothesis......... 15
Chapter Four Research Design ......... 17
4.1 Participants ......... 17
4.2 Research Questions......... 18
4.3 Method and Instrument......... 18
4.4 Data Analysis ...... 19
Chapter Five Data Analysis and Discussion....... 21
5.1 The Analysis of Teacher Talk...... 21
5.1.1 The Quantity of Teacher 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。