改进初中英语实教师课堂话语的行动研究本科毕业论文.docVIP

SCHOOL OF FOREIGN STUDIES South China Normal University An Action Research of Improving a Junior English Pre-service Teacher’s Teacher Talk 改进初中英语实习教师课堂话语的行动研究 by He Guijing 20110201139 A senior thesis submitted to School of Foreign Studies, South China Normal University in partial fulfillment of the requirements for the degree of Bachelor of Arts MARCH, 2015  Declaration of Authorship ABSTRACT Teacher talk (TT for short) is not only a tool for teachers to conduct teaching plan, but also a significant source for students’ language input. Therefore, teacher talk plays a crucial part in organizing classroom teaching and the process of language acquisition of learners. The targets for most of the researches that have been conducted on teacher talk are all about in-service English teachers, but little about pre-service teachers. It is universally acknowledged that the pre-service teachers in normal universities are not senior learners of English, but also new teachers who lack teaching experience. Therefore, the research of teacher talk on student teacher embodies great significance. Guided by the Input Hypothesis, Output Hypothesis, Interactive Hypothesis, the present study is conducted to analyze the TT based on the author herself During four months of action research, a series of methods, like questionnaires, interview and interpreting the teacher talk and so on, are used. This thesis has great significance both in improving the teacher talk of the author herself and making preparation for the later teaching. The result shows that 1) Task-Based Language Teaching is useful in English class teaching, which enable to incite students to take part in the classroom activities. 2) Instructional words, as one of the vital parts of TT, play an important part in connecting the exchanges in the teaching steps. By using instructional words, teacher can clearly illustrate the rules of some tasks, so students can finish those tasks without dif