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A Case Study of Teacher Talk in Junior High School English Class
Abstract English teacher talk (TT) is one of the most principle sources of
language input for junior high school students. In English class, teacher
talk is as a kind of teaching instrument which can control students'
behaviors. To some extent, teacher talk influences teaching and students'
language acquisition. It controls and organizes the process of teaching to
achieve the teaching objectives as well as influence on students' output.
This thesis aims to investigate the empirical and interpretive observation
of teacher talk in junior high school. The study explores and describes the
present state of teacher talk of expert teachers, proficient teachers and
novice teachers in junior high school and analyzes how teachers actually
use their language in the class. The analysis is supported on the theories
of Krashen's comprehensible input hypothesis, Swain's comprehensible output
hypothesis and Long's interaction hypothesis. The study aims to find out
the differences and effects of teacher talk about learners' acquisition
from four perspectives: the amount of teacher talk, classroom questions,
interactional modifications and the feedback of teacher talk. The present
study is based on the quantitative and descriptive analysis of teacher talk
in junior high school English classes which collected from the
transcription of the recording, questionnaires and interviews.
By means of classroom observation and statistics-based research, the
study reveals some findings as follow: (1)The amount of teacher talk is
over student talk. However, expert teachers give students more chances for
language production. In addition, proficient teachers begin to appear the
same preference to change the number of teacher talk and make student-
centered mood. (2) Expert teachers, proficient teachers and novice teachers
use a considerable number of display questions rather than referential
questions. However, the frequency of referential questions given by expert
teachers is higher than that of proficient teachers and novice teachers.
(3) In order to control class, teachers always take the methods of
comprehension checks rather than confirmation checks and clarification
checks. However, expert teachers give priority to clarification checks and
proficient teachers prefer to use confirmation checks so as to make
communication in class more natural. (4) As for the feedback provided by
the expert teachers, proficient teachers and novice teachers, most teachers
adopt positive feedback to encourage students to express themselves. Expert
teachers give students more room to make self-correction. While novice
teachers always give explicit correction immediately which interrupt
students' contribution.
The present study also provides some suggestions on the improvement of
teacher talk: (1) raising awareness of teacher talk; (2) controlling the
amount of teacher talk; (3) increasing referential questions; (4)
encouraging interactional modification; (5) using proper feedback.
Teachers must understand fully that teacher talk plays an important
role in students' foreign language acquisition. Findings and suggestions of
the present research may be taken as references in English teaching and it
is a mirror which may help teachers to reflect on their daily teaching and
enhance their understanding of the vital role teacher talk plays
Key Words: Teacher talk, junior high school English classroom, expert
teachers, proficient teachers, novice teachers
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Abstract in
Chinese.......................................................................
...........iii
Abstract in
English.....................................................................
.............vi
List of
Abbreviations.................................................................
...............vii
Chapter 1
Introduction.................................................................
.........1
1.1 Background of the Present
Study.....................................................1
1.2 Objectives and Significance of the
Research........................................1
1.3 Organization of the
Thesis.............................................................2
Chapter 2 Literature
Review.................................................................4
2.1 Definition and Explanation of Teacher
Talk...................................4
2.1.1 Definition of Teacher
Talk................................................4
2.1.2 Features of Teacher
Talk................................................4
2.1.3 Theories of Teacher
Talk...............................................4
2.2 Related Researches of Teacher
Talk..................................................6
2.2.1 Researches
Abroad.........................................................6
2.2.2 Researches At
Home....................................................7
2.3
Summary......................................................................
..........8
Chapter 3 The Study of Teacher Talk in Junior High School English Class..9
3.1 Subjects of the
Study..................................................................9
3.2 Research questions of the
Study..................................................10
3.3 Research methods of the
Study...................................................11
3.3.1 Classroom observation and Video
recording....................11
3.3.2
Questionnaires..............................................................
11
3.4 Data collection and
analysis..........................................................12
Chapter 4 Results and
Discussion.............................................................13
4.1 Amount of Teacher
Talk.......................................................13
4.2 Classroom questions of Teacher
Talk....................................16
4.3 The types of interactional modification of Teacher
Talk..............19
4.4 Feedback of Teacher
Talk.................................................22
4.5
Summary.......................................................................
..29
Chapter 5
Conclusions.................................................................
..........30
5.1 Major Findings of the
Research.......................................................30
5.2 Implications of the
Study...............................................................31
5.3 Limitations
............................................................................
37
5.4 Suggestions for Future
Research................................................37
References
..............................................................................
..............39
Appendix
A.............................................................................
.............44
Appendix
B.............................................................................
.............47
Appendix
C.............................................................................
.............51
Appendix
D...........................................................................
...............55
Appendix
E.............................................................................
.............59 List of Abbreviation DA discourse analysis
ELT English language
teaching
EFL English as a second
language
L2 second language
IRF initiation response
follow up
ST student talk
SLA second language
acquisition
TL target language
TT teacher talk
Chapter 1 Introduction 1. Background of the Present Study
In tradition classro