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been transformed towords according to students’ average words amount per minute: 145 words per minute.Thus, in this research, teacher talk time is taken place by the number of words thatteachers speak, so it is with students’ talk time. The results that show the amount ofteacher talk and student talk in class and their percentages are presented in Table 4.1.

Table 4.1 Amount of teacher talk and student talk of student teachers and experiencedteachers Through the analysis of the data, we can get the conclusion that teacher talks inexperienced teachers’ classroom make a smaller percentage than those in studentteachers’. Correspondingly, students in experienced teachers’ classes get morechances to talk and the number is 29.02% to 28.24%. Experienced teachers’ classesare less teacher-centered than student teachers’ and experienced teachers tend to givestudents more chances to produce language output than student teachers. These resultsagree with Pica & Long’s (1986) study and Zhao Xiaohong (1998) and WangYinquan’s (1999) research results: teacher talk usually takes up 70% to 90% percentof class period. Though the results are far more than Zhou Xing and Zhou Yun’s (2002)analyzing result in student-centered classroom, 15% to 35%, the teachers still talk toomuch in class. As the table shows, all the teacher talks take up far more than half ofthe total amount of the whole talk. St2’s is as high as 84%. Experienced Teacher T2speaks least among the four teachers, but the percentage is 65.99%. From thisexpect, we can conclude both the experienced teachers’ and student teachers’ classesare still teacher-centered.
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Conclusion

This thesis mainly studies the similarities and differences of teacher talk betweenexperienced teachers and student teachers from four aspects: the amount of teachertalk, display and referential questions that experienced teachers and student teachersuse, feedbacks that the two kinds of teachers give and the interactional modificationsthat experienced and student teachers employ. Through the analysis of the data, wecan get the general conclusion that both experienced teachers’ and student teachers’classes are still teacher-centered. Secondly, both experienced teachers and studentteachers ask more display questions than referential questions. Thirdly, the mainmodification tactic that experienced teachers and student teachers employ iscomprehension checks while the number of confirmation checks and clarificationrequest in experienced and student teachers’ classes is small. Therefore, we concludethat both student teachers’ and experienced teachers’ classes are still teacher-centered.Nevertheless, compared with student teachers, experienced teachers’ classes are lessteacher-centered. Experienced teachers’ classroom talk is less than that of studentteachers’ classes; there is no so great contrast in the number of display questions andreferential questions in experienced teachers’ classes as in student teachers’ classes;apart from comprehension checks, experienced teachers also employ manyconfirmation check and clarification request tactics. As for the feedbacks, both thetwo kinds of teachers give more positive feedbacks than negative feedbacks. Thepositive praises that experienced teachers give are not such simple and mechanicpraises as student teachers give, but are full of variety and with comments inaccordance with different answers.<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。