2。2 The Classification of Teacher Talk

    English teacher talk includes four parts in general which is classroom English, instruction English, teacher-student interaction English and teacher feedback English。

    2。2。1 Classroom English

Teacher talk is the fundamental language which is used to organize teaching, always runs through the whole class and it is playing the functions such as greeting, advice, issuing orders, distributing tasks and so on to ensure the smooth development of the classroom。 Teacher talk will be different because of the teacher’s personal habits, personal language quality and the level of the students。 Varied and vivid teacher talk in the classroom can quickly active classroom atmosphere, rapidly stimulate the students’ interest, make them enter into the state and subsequently ensure teachers successfully start teaching。 The mandatory sentence does not have a wide range of application, but the correct and clear instruction can directly affect the students’ reaction speed and operational effectiveness in the classroom。文献综述

    2。2。2 Instruction English

Instruction English is generated when the teachers help students analyze issues, understand the text and explain the language of knowledge and is the main way for students to receive information。 It is mainly applied to the understanding of the article, the interpretation and use of words or phrases, the analysis of sentence structure, the interpretation of grammatical phenomena and so on。 The key of this part of teacher talk is the quantity and quality。 Instruction English need to be clear and accurate and avoid too much explanation which can lead students’ excessive dependence or the dull atmosphere and lack of interaction。

2。2。3 Teacher-student Interaction English

Teacher-student interaction English is mainly used for the teacher’s question, teacher-student interaction and so on。 Interaction English is the main way to exchange information between teachers and students。 It mainly exists in the form of questions and answers。 In the practice of language teaching, the question and answer between teachers and students is the most effective way to interact。 On the level of teaching knowledge, the interpretation of words or phrases, sentences, understanding of the structure can generate questions and answers between teachers and students。 On the level of understanding, the style and genre of language, the profiles of background and the author’s thoughts and attitudes genre which the text conveys and other elements make the exchanges between teachers and students into a deeper degree, resulting in more information and language practice。

    2。2。4 Teacher Feedback English

Teacher feedback English is a language which evaluate and feedback for students。 Feedback is pided into two types: positive feedback and negative feedback。 Most of the teachers in the classroom use positive feedback。 Positive feedback can help students to build up self-confidence, positive self-cognition and evaluation and stimulate their motivation and desire。 And teachers do not give students enough time to think and are eager to interrupt and correct students’ errors which are a negative feedback。 Negative feedback will at least break thinking and language fluency of students, make them losing interest in learning the language, feel embarrassed and reduce their self-confidence。 来;自]优Y尔E论L文W网www.chuibin.com +QQ752018766-

III。 The Current Situation of English Teacher Talk in Primary and Secondary School

As an important research object in the process of classroom teaching, the study of teacher talk in the western language teaching profession is generally considered to be derived from the fifty or sixty of twentieth Century。 Many scholars begin to describe, summarize and analyze the classroom teacher talk, at the same time and also make a large number of empirical studies on it (Long 83；Long&Sato 19；Allwright 98；Swain 85)。 Most of these studies have indicated that teacher talk is a kind of simple and standard language and has been adjusted in the aspect of pronunciation, grammar and discourse。 Brock (1986) also made studies the effects on which different types of teachers’ question had on language acquisition of learners in the classroom interaction process (16)。 Domestic research of teacher talk is mainly based on traditional teacher-centered classroom teaching mode and there are two ways of theoretical research and empirical research。 In theoretical research, the more compelling research on teacher talk mainly include: Zhang Min (2002) compared analysis between natural language and teacher talk and pointed out that the form and function of teacher talk had limitations which are single, simplified and one-way (44)。 In addition, Hu Xuewen (2003) discussed the function and characteristics of teacher talk and thought that although the current “student-centered” teaching mode was advocated and actually in a lot of English classroom teaching process, teachers still played a leading role (43)。 Hu Qingqiu (2004) in order to study the relationship between teachers and students made discussion and analysis on the teacher questioning techniques, question content and question form (58)。