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.

A Study of Code-Switching in Students' Talk in College English Class

Code-switching between English and Chinese usually occurs in students' talk when they are involved in taking communicative language activities in college English class. This paper studies the situations in which students are likely to use codeswitching and analyzes it from the perspective of the mental world in Verscheren's Adaptation Theory. It shows that inadequate mastery of English language, cultural differences and the improper adjustment to context may lead to students' using of codeswitching. It also shows that the use of code-switching in students' talk adapts to students' cognitive elements and emotive elements as well.

The Pragmatic Adaptability of Teachers' Code-switching in EFL Class-rooms of the Urban and Rural Junior Middle Schools

Based on Verschueren’s Linguistic Adaptation Theory(1999)and Yu Guodong’s Linguistic Adaptation Model(2001),the present paper analyzes teachers’code-switching in both urban and rural junior middle schools from the pragmatic perspective of adaptation.

A brief review of Teacher Talk in EFL class

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.

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.

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.

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.

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.

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.

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.

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.

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.

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。

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.

The Influence of Communicative Teacher Talk on College Students＇ Interlanguage

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.

Analysis of factors affecting Teacher Talk in ELT classroom

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.

The Influence of Teacher Talk on Raising Students’ Intercultural Awareness

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.

A Comparative Analysis of Teacher Talk Between Advanced and Fundamental English Major Courses

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.