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sation. However, the participants in the processof a conversation do not speak all at the same time. Sometimes they wait for their “turn”, inother words, they speak one by one (Mey cited from Sacks, 1974).There are many definitions of a turn in discourse analysis, among all these differentdefinitions, the best-accepted one in the linguistic analysis considers a turn is the content,which is once a speaker continuously speaks at any time during a conversation process, andat the end of the conversation can be judged by the role-exchange of speakers and listener ora period of silence (Li Yue’er ＆ Fan Hongya, 2002; Liu Hong, 2004).Turn-taking is one of the most important researches made by Sacks and his associates.In Sack’s words, “at least and no more than one party talks at a time”. Thus turn-takingrelates to the systematic rules that control how the rules of speaker and listener change.One of the characters of the rules is that only one speaker speaks at a time: A as oneparticipate, after A stops its talk, and then B starts to talk. So finally we can get anA-B-A-B-A-B allocation of turn-taking across two participants.
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2.2 The theoretical basis
The applications of turn-taking system to English reading comprehension teachingand learning are not merely someone’s idea or made up by someone, however, supportedby reliable theories. Here we review Krashen’s comprehensible input hypothesis, Swain’s output hypothesis and Long’s interaction hypothesis. There are many researches in first language classrooms, and both primary andsecondary have shown a conclusion that the language used by the teacher in turn-takingprocess will affect the students’ language output, and the classroom interaction can begenerated by this kind of communication mode. Recently, the reason why teacher’slanguage like this in the turn-taking process and how to improve the quality of teacher’stalk have been the focus subject of a number of linguistic researchers of second languageacquisition. In other words, the researchers try their best to establish the important role ofthe teacher talk, because the teacher’s talk in the process of classroom turn-taking canprovide the input for language learners. Besides teacher talk, learners also can obtain largeamounts of input information of target language in the classroom, blackboard notes toaudio-visual materials etc. However, teacher's language actually considers as main sourcesof input of language to exposure in classroom learning.Krashen’S Input Hypothesis can be briefly described in detail throughthe‘i+l’structure. ‘I’ stands for the learners’ current linguistic competence, and‘1’stands forthe items the learners intend to learn. Therefore, ‘i+1’ structure indicates that learners canmake the language progress through the input information containing knowledge a littlebeyond their present language competence. Meanwhile, the second language acquisitiontakes place when the learner understands language containing‘i+1’ structure, which is a"necessary (but not sufficient) condition to move from stage ‘i’ to stage‘ i+l’."(Krashen,1985，p．21), and here “understand’’ means that the learner is focused on the meaning ofthe knowledge and not the form of the message.
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III Methodology.... 14
3.1 Objectives........ 14
3.2 Subjects ..... 14
3.3 Instruments ...... 16
3.4 Research procedures.... 18
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