改进初中英语实习教师课堂话语的行动研究本科毕业论文(编辑修改稿)

改进初中英语实习教师课堂话语的行动研究本科毕业论文(编辑修改稿)内容摘要：

ake themselves as the target. Therefore, by conducting this action research, the author intends to make improvement for the research of teacher talk, meanwhile add something new to fill the research gap. If teachers are able to teach students and anize classes with accurate and brief language， they can be more successful in their teaching career． Teacher talk is a way to study how to improve foreign language teaching． Teachers train the students how to municate with others in foreign languages. They can achieve this goal by improving their own teacher talk so as to be understood. The English class in junior high school is the crucial place for teachers to cultivate students’ prehensive ability of using English, which set a foundational stage for senior high school learning. therefore it plays an especially important role． Not only for the anization of the classroom but also for the process of second language acquisition． It is important for the anization and management of the class because it is through speech that teachers either succeed or fail to implement their teaching plans． In terms of acquisition， teachers’ speech acts are important because it is probably the major source of prehensible target language input the learner is likely to receive” (Nunan 1991： 189)． Organization of the Thesis The present study consists of six parts. It starts with an introduction as the first chapter, which is about the background knowledge, and the purpose and the significance of the study. Chapter two will focus on literature review. Key conceptions will be defined and previous studies are to be included, as well as studies on teacher talk and basic theories like the Input Hypothesis, the Output Hypothesis, and Interaction Hypothesis. Chapter three is research design, which includes the research questions, research subjects, methods of the study, as well as research procedures. Discussion and analysis of the data in detail will e in Chapter four， which is the main part of the whole study, where the author will carry out the action research and analyze the result. Chapter five is discussion, analyzing the factors that influenced the improvement of TT. The thesis will e to an end in the last chapter, where conclusions are obtained while illustrating the limitations of the present study and providing suggestions for future research. An Action Research of Improving a Junior English Preservice Teacher’s Teacher Talk __________________________________________________________________________ 3 Chapter Two Literature Review Teacher Talk Definition of Teacher Talk Teacher talk is a language typically used by foreign language teachers in the process of teaching. In Longman Dictionary of Language Teaching and Applied Linguistics, teacher talk is defined as: The variety of language is sometimes used by teachers when they are in the process of teaching. In trying to municate with learners, teachers often simplify their speech, giving it many of the characteristics of foreigner talk and other simplified styles of speech addressed to language learners (Richards, 20xx: 471). AllWright and Bailey claimed that “talk is one of the major ways that teachers convey information to learners, and it is also one of the primary means of controlling learners’ behavior.”(1991:139) As for Cook (20xx), he thinks that it refers to the amount of speech supplied by teachers rather than students. Cook demonstrated that English teacher ’s teacher talk involves two different aspects: one, as the tool of anizing and controlling class teaching。 two, as the target language of English class teaching, and thus be distinguished from other teacher talk of other subject. The definitions of teacher talk are different from one to another, but there is something in mon: they are all the discourse spoken by the teachers in class. From the discussion above, the author es to the conclusion that teacher talk is a special municative activity and a kind of municationbased or interactionbased talk which has its own specific genre and features. Feature of Teacher Talk Walsh (20xx) considered TT has four features: (1) the paradigm of controlling munication (the content and means and so forth of the munication in the class)。 (2) instruction (teachers use all kinds of ways like questioning to instruct students to speak)。 (3) correction (teachers correct the speech of students)。 (4) adjustment (teachers adjust the ways of speaking to students in terms of his own situation). Zhang Zhengju and Li Shufen(1996) classified TT in another point of view. They thought that the features of TT are as following :( 1) TT has a double function of teaching and demonstrating。 ( 2) Acceptability and prehensibility. It is suggested that teacher adjusts his own language according to the level of students, so as to help An Action Research of Improving a Junior English Preservice Teacher’s Teacher Talk __________________________________________________________________________ 4 students understand and accept. (3) Repetitiveness. The repetition of TT is to arouse students’ attention to some important points and difficult points. (4) Teacher’s characteristics. Different teachers have different TT because of their characteristics。 it depends on teacher’s professional skills, the ability of mastering the language and the understanding of the TT. Cheng Xiaotang(20xx) divided TT into four aspects:(1) authenticity(real use of language, scene and munication)。 (2)interaction(for the purpose of improving the degree of participation in class and the construction of knowledge。 to help language input of students and anize class activities)。 (3)logicality(have logic in presenting and explain language point。 coherence and cohesion in every section of teaching )。 (4)normalization.(the English teacher used should be ac。