Interpreting the Adaptation of Vague Language in English Teacher Talk

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.

An Analysis of Teacher Talk in an EFL Classroom

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.

An Analysis of Teacher Talk in College English Classroom

As an indispensable part of college English class,teacher talk has a great influence on the effect of the language teaching.By analyzing teacher talk from four aspects of dominance of teacher talk,teacher's questions,teacher's directives and code-switching,a conclusion is drawn:teachers should employ teacher talk appropriately in college English class in order to improve the quality of language teaching.

Teacher Talk Code-switching in College English Teaching Classroom

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.

Applying Politeness Strategies in Teacher Talk to Increase Students Participation

Based on Brown and Levinson's face theory, this paper points out that Chinese students keep silent in the English class for the sake of their face wants. As facilitators of language learning, teachers need to learn some politeness strategies and employ various politeness strategies to maintain and enhance students' face to spark their motivation to participate in the interactive activities so as to develop their language control.

Teacher Talk in Chinese Secondary English Classrooms: Power and Control

This paper investigates the features of teacher talk by two secondary school English teachers by using Bourdieu's framework. Based on data analysis of two class recordings, this study argued that the experienced teacher was able to achieve her purpose by utilizing her cultural capital, while the less experienced teacher was less successful in claiming power and control due to her inadequate cultural capital and inappropriate code choice in the classroom. The study suggest that new teachers be advised on the potency of code selection to facilitate instruction.

On the Effect of Teacher Talk on Teacher-Student Rapport in College English Classroom

This paper aimed to investigate the effect of teacher talk on teacher-student rapport in college English classroom.Be sides,it attempted to analyze how to build teacher-student rapport in English classroom based on the theories of teacher Talk,hoping that it can assist teachers to upgrade their awareness in teacher talk and increase language learning and teaching efficiency.

Analysis on Teacher Talk in College English Class

This paper first briefly introduces the definition and function of Teacher Talk, and secondly mainly analyzes the characteristics of Teacher Talk in terms of three aspects, finally gives out some constructive suggestions to improve the quality of Teacher Talk in college English class, and also to promote the English teacher to develop the teaching more effectively.

An Analysis of Teacher Talk in College English Classroom from the Perspective of Relevance Theory

In the classroom interactive teaching activities, the problem posed by teachers is teacher′s utterance. Teacher talk is notonly a tool for teachers to implement teaching plans, but also determine the success or failure of classroom teaching, so it has beenthe focus of language teaching research for many years. In the process of classroom communication, teachers′discourse cannot bewell understood, sometimes the questions raised can not induce students′timely, relevant and clear answers, leading to communica-tion failure. How to make teachers′discourse more understandable and how to successfully put forward the principles of explicit-ness, relevance and the acquisition of contextual effects of relevance theory has a good explanatory power for some phenomena ofclassroom communication in foreign language teaching. According to the basic idea of Relevance Theory, through the analysis ofteachers′discourse examples, we can find the theoretical basis for successful classroom questioning.

A Comparative Study on Teacher Talk of Australian and Chinese English Teachers in English as Foreign Language Classrooms

Research on teacher talk has shown that many different teaching behaviors between native speaking teachers and nonnative speaking teachers may result from their different English proficiency.This paper aims to examine the differences between Australian English teachers(AETs)and Chinese English teachers(CETs)in language classrooms in terms of language use,linguistic complexity,linguistic variety.Two college teachers(one AET and one CET)were observed.Data were collected via classroom observation and analyzed by a qualitative research method.The findings revealed that there were certain differences in the above aspects.The results,therefore,have implications for language teaching.

On Teacher Talk in ELT Classroom Teaching

Teacher talk (TT for short) in China's ELT (English as Foreign Language Teaching) classroom teaching refers to the speech that the teacher uses to speak to students when the teacher undertakes teaching tasks and spread knowledge. This article will firstly introduce teacher talk briefly and then analyze some strategies with regard to TT with the ultimate purposes of illustrating how effective teacher talk contributes to the good relationship between teacher and students in ELT classroom.

Study on the Teacher Talk in EFL Classroom

As a distinctive professional language,teacher's language deserves a linguistic analysis.By class observation and interview,the article aims to analyze the feature of teacher talk in EFL class from the perspectives of discourse,the way of offering questions,feedback and so on.Finally,the author concludes the study with some suggestions to make teacher talk more effective.

An Analysis of Teacher Talk in Senior Middle School

教师话语是教师在课堂中使用的一种特殊语言。然而,很多年来,教师话语没有得到足够的重视,甚至已经被忽略很长时间了。尤其是在英语作为第二语言的环境下,教师话语并没有起到很好的作用。教师可以通过使用教师话语来使学生获得知识和使用目标语言。

Teacher Talk and English Teaching

s : Teacher talk is of crucial significance to English teaching. This paper discusses the types of teacher talk, analyzes the various factors affecting teacher talk, and puts forward some suggestions to make teacher talk more effective and efficient.

A Study of Teacher Talk in English Classroom Based on SLA Theories

Teacher talk is of great significance in the classroom organization as well as the process of language acquisition.This paper explores the teacher talk from the angel of SLA Theories and analyzes the connection between teacher talk and SLA Theories.Thus it gives some suggestions to improve Teacher Talk in English classroom and consequently promotes students’second language acquisition.