Teacher Talk （TT） is an important language input in EFL （English as a Foreign Language） class and the quality of TT is closely related with the proficiency of second language acquisition. In recent years, many sch...Teacher Talk （TT） is an important language input in EFL （English as a Foreign Language） class and the quality of TT is closely related with the proficiency of second language acquisition. In recent years, many scholars have carried out some theoretical and empirical studies on the various features of TT. Based on the papers published in some world key journals, this paper has made a comparison between Chinese scholars and western scholars on the research features of TT in terms of the three levels： research subject, research methodology and research content. The paper has also proposed some suggestions on how to improve Chinese English teacher＇s talk and the classroom teaching quality.展开更多
Vagueness is a linguistic phenomenon which ubiquitously exists in the communication of human languages. The use of vague language in teacher talk has an important effect on classroom interaction and teaching results. ...Vagueness is a linguistic phenomenon which ubiquitously exists in the communication of human languages. The use of vague language in teacher talk has an important effect on classroom interaction and teaching results. This paper, based on Verschueren's Adaptation Theory, mainly explores the adaptability of vague language in English teacher talk in the communicative classroom context. The study shows that employment of vague language in English teacher talk adapts to the communicative contextual factors. Interpreting vague language in teacher talk is conducive to understanding the dynamic process of language use.展开更多
Code-switching is considered as a strategy of cognition, interaction and teaching. Foreign language teachers often use code-switching as a skill of pedagogy to teach students to learn foreign language and promote thei...Code-switching is considered as a strategy of cognition, interaction and teaching. Foreign language teachers often use code-switching as a skill of pedagogy to teach students to learn foreign language and promote their own teaching practice. Evidence shows that the proper sue of code-switching will promote English teaching practice, however, it is arguable that how to use native language to improve English teaching. This paper will discuss code-switching in Chinese English teaching with the SLA theories and put forward some guidance to teacher talk code-switching.展开更多
In the process of L2 （second language） learning, students tend to meet the problem of interlanguage--a transitional language system existing between target language and learners＇ mother tongue, which will severely ...In the process of L2 （second language） learning, students tend to meet the problem of interlanguage--a transitional language system existing between target language and learners＇ mother tongue, which will severely affect students＇ image of language. Teacher talk as a special language closely related to students＇ English learning, exerts unignorable influence on students＇ interlanguage. This paper will start from the analyzing four types of teacher talk, and go further to deal with the relationship of communicativeness in teacher talk and interlanguae. Then it ends by proposing some points that teacher talk should note.展开更多
Teacher Talk is of crucial significance to the English Language Teaching （ELT） classroom. The success or failure of Foreign Language Teaching in the classroom to a large extent depends on the quantity and quality of...Teacher Talk is of crucial significance to the English Language Teaching （ELT） classroom. The success or failure of Foreign Language Teaching in the classroom to a large extent depends on the quantity and quality of Teacher Talk. This paper analyzes the various factors affecting Teacher Talk.展开更多
In English classroom, teacher talk is an important source of students’ input in English language and plays a pivotal role in the development of language skills. At present, the intercultural awareness in the teaching...In English classroom, teacher talk is an important source of students’ input in English language and plays a pivotal role in the development of language skills. At present, the intercultural awareness in the teaching process in China’s universities is weak. With the increasing demands of the society on the cultivation of students’ intercultural communicative competence, the importance of intercultural communicative competence is becoming more and more obvious. This paper discusses how to use teacher talk effectively to raise students’ intercultural awareness from the aspects of textbook development, teaching concepts, teaching methods, and after-class activities, aiming at enhancing the intercultural awareness of college students and raising intercultural communicative competence.展开更多
The importance of teacher talk in EFL （English as a foreign language） class has aroused much attention in China since the late 1990s. On a basis of classroom discourse analysis, this paper has observed 14 courses wi...The importance of teacher talk in EFL （English as a foreign language） class has aroused much attention in China since the late 1990s. On a basis of classroom discourse analysis, this paper has observed 14 courses with 21 hours in total from advanced and fundamental grades in an English department. The classroom observation has been transcribed to analyze the features of teacher talk in various English courses in terms of five dimensions--discourse quantity, questioning types, feedback manners, interactional modification features, and conversation chains, It is found that on average there is significant difference in those five dimensions between fundamental and advanced courses. In terms of discourse quantity, the teacher talk has occupied more than 80% of the total talk amount and the total teacher talk in advanced courses is more than that in fundamental ones; the number of display questions is much more than that of referential questions; evaluative feedbacks are more than discursive ones; all of the teachers prefer to employ confirmation checks to modify students＇ answer, and half of the conversational chains are IRF （Initial-Response-Follow-up） structure while another half are full of complicated chains. The paper then provides some suggestions and implications for EFL teaching in the light of these findings.展开更多
In order to promote the efficiency of teachers’teaching and students’learning,based on the naturalistic inquiry,the study mainly describes the typical features of teacher talk.High quality language input rely on the...In order to promote the efficiency of teachers’teaching and students’learning,based on the naturalistic inquiry,the study mainly describes the typical features of teacher talk.High quality language input rely on the teaching materials and curricu⁃lum design,more importantly,it relies on the teacher talk to express and explain language knowledge.The teacher talk has an influ⁃ence on learners’learning attitude,classroom performance and the learning process.If used appropriately,the teacher talk can pro⁃mote the communication as well as inspire students to participate the classroom interaction.展开更多
Power relation can be revealed in discourse. Teacher power, to a large extent, is manifested through teacher talk. This paper attempts to provide an analysis of classroom language from a critical discourse perspective...Power relation can be revealed in discourse. Teacher power, to a large extent, is manifested through teacher talk. This paper attempts to provide an analysis of classroom language from a critical discourse perspective as to uncover the power hidden in teacher talk and of how language contributes to teacher power.展开更多
Research shows teachers’speaking less so involvesstudents more.So English teacher talk determines tosome extent whether the teaching is successful or not.After giving a brief introduction to teacher talk inEnglish cl...Research shows teachers’speaking less so involvesstudents more.So English teacher talk determines tosome extent whether the teaching is successful or not.After giving a brief introduction to teacher talk inEnglish class,this paper analyzes the possible factorsthat affect teacher talk.It then suggests some im-provements of teacher talk in order to better our teach-ing methodology.展开更多
Teacher talk is of crucial significance to the ELT classroom.However,little research hasbeen carried out on teacher talk.This paper discusses the types of teacher talk,analyzes the vari-ous factors affecting teacher t...Teacher talk is of crucial significance to the ELT classroom.However,little research hasbeen carried out on teacher talk.This paper discusses the types of teacher talk,analyzes the vari-ous factors affecting teacher talk,and puts forward some suggestions to make teacher talk moreeffective and efficient.Teacher talk (TT) is of crucial significance for all classrooms,particularly the ELT class-room,because in the ELT classroom,language is not only the objective of the course,but also themedia to achieve the objective.Both the organization of the classroom and the process of acquisi-tion are achieved through TT.Whether an ELT class is successful or not depends to a large degreeon the effectiveness of TT.However,not many professionals in China have realized the impor-tance of TT.Little research has been carried out on TT.(Wang Yinquan,1999:54) The papercasts away a brick to attract jade.展开更多
文摘Teacher Talk （TT） is an important language input in EFL （English as a Foreign Language） class and the quality of TT is closely related with the proficiency of second language acquisition. In recent years, many scholars have carried out some theoretical and empirical studies on the various features of TT. Based on the papers published in some world key journals, this paper has made a comparison between Chinese scholars and western scholars on the research features of TT in terms of the three levels： research subject, research methodology and research content. The paper has also proposed some suggestions on how to improve Chinese English teacher＇s talk and the classroom teaching quality.
文摘Vagueness is a linguistic phenomenon which ubiquitously exists in the communication of human languages. The use of vague language in teacher talk has an important effect on classroom interaction and teaching results. This paper, based on Verschueren's Adaptation Theory, mainly explores the adaptability of vague language in English teacher talk in the communicative classroom context. The study shows that employment of vague language in English teacher talk adapts to the communicative contextual factors. Interpreting vague language in teacher talk is conducive to understanding the dynamic process of language use.
文摘Code-switching is considered as a strategy of cognition, interaction and teaching. Foreign language teachers often use code-switching as a skill of pedagogy to teach students to learn foreign language and promote their own teaching practice. Evidence shows that the proper sue of code-switching will promote English teaching practice, however, it is arguable that how to use native language to improve English teaching. This paper will discuss code-switching in Chinese English teaching with the SLA theories and put forward some guidance to teacher talk code-switching.
文摘In the process of L2 （second language） learning, students tend to meet the problem of interlanguage--a transitional language system existing between target language and learners＇ mother tongue, which will severely affect students＇ image of language. Teacher talk as a special language closely related to students＇ English learning, exerts unignorable influence on students＇ interlanguage. This paper will start from the analyzing four types of teacher talk, and go further to deal with the relationship of communicativeness in teacher talk and interlanguae. Then it ends by proposing some points that teacher talk should note.
文摘Teacher Talk is of crucial significance to the English Language Teaching （ELT） classroom. The success or failure of Foreign Language Teaching in the classroom to a large extent depends on the quantity and quality of Teacher Talk. This paper analyzes the various factors affecting Teacher Talk.
文摘In English classroom, teacher talk is an important source of students’ input in English language and plays a pivotal role in the development of language skills. At present, the intercultural awareness in the teaching process in China’s universities is weak. With the increasing demands of the society on the cultivation of students’ intercultural communicative competence, the importance of intercultural communicative competence is becoming more and more obvious. This paper discusses how to use teacher talk effectively to raise students’ intercultural awareness from the aspects of textbook development, teaching concepts, teaching methods, and after-class activities, aiming at enhancing the intercultural awareness of college students and raising intercultural communicative competence.
文摘The importance of teacher talk in EFL （English as a foreign language） class has aroused much attention in China since the late 1990s. On a basis of classroom discourse analysis, this paper has observed 14 courses with 21 hours in total from advanced and fundamental grades in an English department. The classroom observation has been transcribed to analyze the features of teacher talk in various English courses in terms of five dimensions--discourse quantity, questioning types, feedback manners, interactional modification features, and conversation chains, It is found that on average there is significant difference in those five dimensions between fundamental and advanced courses. In terms of discourse quantity, the teacher talk has occupied more than 80% of the total talk amount and the total teacher talk in advanced courses is more than that in fundamental ones; the number of display questions is much more than that of referential questions; evaluative feedbacks are more than discursive ones; all of the teachers prefer to employ confirmation checks to modify students＇ answer, and half of the conversational chains are IRF （Initial-Response-Follow-up） structure while another half are full of complicated chains. The paper then provides some suggestions and implications for EFL teaching in the light of these findings.
文摘In order to promote the efficiency of teachers’teaching and students’learning,based on the naturalistic inquiry,the study mainly describes the typical features of teacher talk.High quality language input rely on the teaching materials and curricu⁃lum design,more importantly,it relies on the teacher talk to express and explain language knowledge.The teacher talk has an influ⁃ence on learners’learning attitude,classroom performance and the learning process.If used appropriately,the teacher talk can pro⁃mote the communication as well as inspire students to participate the classroom interaction.
文摘Power relation can be revealed in discourse. Teacher power, to a large extent, is manifested through teacher talk. This paper attempts to provide an analysis of classroom language from a critical discourse perspective as to uncover the power hidden in teacher talk and of how language contributes to teacher power.
文摘Research shows teachers’speaking less so involvesstudents more.So English teacher talk determines tosome extent whether the teaching is successful or not.After giving a brief introduction to teacher talk inEnglish class,this paper analyzes the possible factorsthat affect teacher talk.It then suggests some im-provements of teacher talk in order to better our teach-ing methodology.
文摘Teacher talk is of crucial significance to the ELT classroom.However,little research hasbeen carried out on teacher talk.This paper discusses the types of teacher talk,analyzes the vari-ous factors affecting teacher talk,and puts forward some suggestions to make teacher talk moreeffective and efficient.Teacher talk (TT) is of crucial significance for all classrooms,particularly the ELT class-room,because in the ELT classroom,language is not only the objective of the course,but also themedia to achieve the objective.Both the organization of the classroom and the process of acquisi-tion are achieved through TT.Whether an ELT class is successful or not depends to a large degreeon the effectiveness of TT.However,not many professionals in China have realized the impor-tance of TT.Little research has been carried out on TT.(Wang Yinquan,1999:54) The papercasts away a brick to attract jade.
