大学英语课堂交际中的教师话语研究-学科教学·英语专业论文.docx

山东师范大学硕士学位论文 山东师范大学硕士学位论文 I万方数据 I 万方数据 Abstract Longman Dictionary of Language Teaching and Applied Linguistics defines teacher talk as “that variety of language sometimes used by teachers when they are in the process of teaching. In trying to communicate 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.” Teacher talk plays an important role in classroom teaching, especially in EFL classroom teaching. As a crucial part of teachers’ behavior, the implement of teacher talk determines the success of achieving teaching aims. In China, teacher talk is both the tool to carry on the teaching plans and the main source of language input in EFL classroom. Therefore, teacher talk influences the learners’ output to a great extent. As Hakansson (1986) noted that the quantity and quality of teacher talk play a decisive role not only in affecting students’ emotions but also in determining students’ second language acquisition. Thus, the research of teacher talk has gained more and more attention. However, domestic studies on teacher talk paid more attention to linguistic characteristics of teacher talk, discourse analysis, etc. There are less empirical studies on teacher talk in college classroom communication. Therefore, the author did this study on teacher talk in college English classroom communication. This thesis attempts to explore the features of teacher talk based on Krashen’s Input Hypothesis, Swain’s Output Hypothesis and Long’s Interaction Hypothesis. The purpose is to investigate the influence of teacher talk on students’ learning according to the research on the classroom observation and questionnaire of students as empirical basis. This research chooses four teachers and 180 students as research subjects. In order to get the genuine data, the author observes and records twenty English intensive reading lessons and transcribes the recording