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Chapter ⅠIntroduction

1.1 Research Background
Teacher talk, as an important part of classroom analysis, has drawn a lot ofattention and many researchers have done research on it. Nunan contends, "teachertalk is of crucial importance, not only for the organization of the classroom but alsofor the processes of L2 acquisition.” (1991:189). Teacher talk is important, not onlybecause it is the language that teachers use to teach students, but also because thelanguage can be used to manage classroom process. Especially as English is a foreignlanguage in China, students have few chances to get exposure to English outsideclassroom, and thus teacher talk in classrooms has been the major source for students’language input and output. Consequently, both the quality and quantity of teacher talkare very important (Liu et al), 2010. As Hakasson (1986) commented that teacher talkis even a decisive factor of the success or failure of classroom teaching. Teacher talkis of such importance that it is worth an in-depth study.To get a better understanding of teacher talk, researchers have contributed a lot tothe studies on the features of classroom teacher behaviors such as amount of teachertalk, teacher questions and their types, waiting time for learners' answers, feedbackson learners’ performance, teacher speech repair and modifications (Long & Sato, 1983;Nunan, 1991; Pica & Long, 1986; Swain, 1995). In recent years, Chinese scholarshave also recognized the importance of teacher talk and a lot of studies have beendone on the analysis of teacher talk in China’s EFL classroom (refer to Liu, 2011)
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1.2 Significance of the Present Study
As noted earlier, there has been much research on teacher talk. However, most ofthe studies focus on the analysis of in-service teachers and few pay attention to thepre-service teachers’ teacher talk. As for the comparative study between in-serviceteachers and student teachers, there is even fewer. Therefore, it is important to carryout a comparative study of the classroom talk between experienced teachers andstudent teachers. The findings can help student teachers understand their ownclassroom practice, learn from experienced teachers, and improve their futureteaching practice. In addition, this kind of comparative study is of significance as ithelps student teachers to reflect on their own teaching practice.Student teachers, as the term implies, are students who need to know not onlyhow to learn, but also know how to teach. Education practice is a compulsory classfor a student teacher to be a teacher. And the quality of the education practice will bereflected upon by their future teaching competence (Yan Yun, 2012). British scholarFurlong also (2000) pointed out that the best way for normal school students to learnhow to teach is to get experience from teaching practice on their own. The afterwardreflection is also important. Since 1980s, both education theories in and out of Chinahave emphasized the importance of reflections on education practice (Zhou Shuqing，2004). And Netherlands scholar Korthagen (2001) claimed that, by learning how toreflect, student teachers can develop an ability to grow up, in other words, the studentteachers can become self-directed learners by reflection.
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Chapter Ⅱ Literature Review

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