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摘要：本文是一篇高中英语教学论文，根据课堂观察和访谈，广西高中英语新手教师的教师话语有一些主要的发现。新手英语教师的教师话语时间比学生长。新手英语教师在英语教学中使用的英语不多。英语新手教师使用的评价方式和反馈方式的类型并没有尽可能的多样化。显然，在新手英语教师的课堂上，展示性问题多于参照性问题。新手教师在课堂设计和控制方面都比较薄弱。因此，英语新手教师今后应该提高他们使用教师话语的能力。

actual class teaching, teacher talk works as a bridge to connect studentswith teachers. Whether teacher talk is used in a proper way or not will definitelyaffect the classroom teaching, the interaction between students and teachers, theteaching contents to be finished and the realization of teaching goals. Moreover, it hasa great influence on students, such as their learning behavior, learning confidence andlearning enthusiasm. Therefore, there are some certain kinds of guiding and referencemeaning in studying teacher talk in English as foreign language class for noviceEnglish teachers in senior high schools when they are conducting English teachingpractice.

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Chapter 2 Literature Review

2.1 Relevant Terms

It is necessary to figure out the terms of novice teacher and teacher talk beforemaking plans to collect data from the research subjects. The previous researches andthe overview of novice teacher and teacher talk will be presented.

2.1.1 Novice Teacher

Different scholars differ on the definitions for novice teachers. As for foreignscholars, they have different definitions for novice teacher considering teachers’knowledge structure, teaching experience and other cognitive skills.

Specifically, McDonald (1982) defines who is a novice teacher from educationlevel, job responsibility, teaching age, etc. He considers those who completepre-service training courses, acquire primary teaching license through relevantevaluation, and have taken on teaching works in an organization, and have 1-yearteaching experience as novice teachers. David C. Berliner (1988) considers that thereare 5 stages in the Development of Expertise in Pedagogy, and novice is one of the 5stages, where the teachers acquire necessary knowledge and skills. In this stage, theteachers are rigid and inflexible in teaching. Farrell (2012) defines novice teachers asthose who finish their pre-service teacher education and begin teaching in educationalinstitutions.

Domestic scholars also have their similar understanding on novice teacher. To bemore specific, Zhang Xueming (2000) defines those who have abundant experience asexpert teachers. Comparatively speaking, those who have less or no experience arenovice teachers. Tian Han (2003) defines those who have about 10-year workingexperience and those who have great teaching achievements as expert teachers, andthose who are new in teaching faculty and lack teaching experience as novice teachers.

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2.2 Studies on Teacher Talk

Since second language acquisition theories tend to separate from the actualteaching practice, more and more people have realized that it is important to study theteaching process of actual class. Teacher talk is an important part in the teachingprocess of actual class. Scholars at home and aboard have achieved remarkably in itsresearch, but they still keep digging further. Teacher talk is worthy being studied, andthe study of the teacher talk in class has gained more popularity in recent years.

2.2.1 Studies Abroad

(1) Overall Situation

There is a big difference between the teacher talk in foreign language class andthe teacher talk in other classes, because in foreign language class, 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。