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lassroom  teaching.  In  the  actual process of English teaching, teacher talk affects  not only the teacher's teaching  effect, but also  the  students'  learning  effect.  The  quantity  and  quality  of  teacher  talk  may  influence and  even  determine  the  success  or  failure  of  the  teaching,  whether  teachers  can  correctly use the effective classroom talk, is directly related to the classroom teaching activities and teacher-student interaction can be carried out smoothly, related to the established teaching contents and objectives can be implemented, at the same time, it also influenced students' learning behavior, learning confidence and enthusiasm. This article is mainly from three aspects to study the effectiveness of English teachers' classroom  talk.  The  teaching  objectives,  the  participation  of  students  in  the  classroom teaching  and  the moderate support  levels  of  teachers'  classroom  talk  provide for  students. Through this study, the author attempts to expand the horizon of the study of teacher's talk, and improve the research category of existing academic theories. 
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Chapter 2 Literature Review  

2.1 Related studies of teacher talk at home and abroad 
The study of teacher's classroom talk can be dated back to 1950s. In foreign countries, foreign  scholars  mainly  focused  on  the  development  of  classroom  talk  pattern.  In  1970s, the  study  of  classroom  talk  developed  rapidly.  During  this  period,  foreign  scholars researched  classroom  teaching  systematically  and  deeply,  they  researched  the  factors affecting the effectiveness of English classroom teaching and tried to explore the effective way of improving the classroom teaching from various aspects. Teacher behavior analysis (Flanders, 1970) is a book which has a great influence on Teachers' talk. The book presents the teacher language behavior analysis, that is, according to the students' performance and reaction  in  the  classroom,  the  teacher  uses  different  teaching  methods  to  complete  the teaching  activities,  the  book  indicates  that the teachers talk largely determines students’ words  and  deeds  in  the  class.  Sinclair  and  Coulthard  (1975)  proposed  the  famous  IRF model,  that  is,  teacher  initiated  -  student  response  -  teacher  follow-up  or  feedback.  A notable feature of the classroom conversation mode is that teachers and students often have no  'information  gap'  in  the  dialogue,  when  teachers  ask  some  questions  to  students, teachers already know the answers of the questions. The purpose of teacher questioning is not to get information from students, but to check whether the students have grasped some knowledge.  This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。