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.. .20
3.2.2 Students ....... 21
3.3 Tools .... 21
3.4 Data Collection .... ..22
3.5 Principles to Measure Linguistic Features of Teacher Talk. ....23
3.5.1 About Lexical Complexity. ........23
3.5.2 About Syntactic Complexity ......25
4. Research Results and Discussion. .......27
4.1 Results for the Lexical Complexity .....27
4.1.1 Type-token Ratio of Words in Teacher Talk...... 27
4.1.2 The Hierarchical Features of Words in Teacher Talk ......... .29
4.1.3. The Mean Length of Words in Teacher Talk......... .32
4.2 The Syntactic Complexity.. ...... .....33
4.3 Analysis of the Questionnaire. .......44
4.4 Implications.........50
5. Conclusion......... ......53
5.1 Major Findings......53
5.2 Limitations and Suggestions for the Future Research.. ......... 54

4. Research Results and Discussion

4.1 Results for the Lexical Complexity
As presented in Table 4.1 and Table 4.2, the average type-token ratio in School-1 is 22%,which is higher than the ratio (19%) from school-2. And the highest ratio in School-1 is 26%,while in School-2 the highest ratio is only 22%. The lowest ratio is 17% in two schools. Theteaching experiences have little effect on the results. But most teachers who have a bettereducation background have a relative higher type-token ratio. And another remarkable featureis that three male teachers’ (T3, T9, T10) type-token ratios with about 0.25 are higher thanthose of female teachers’. That is to say, male teachers’ lexical use is more plentiful than thatof female teachers.As mentioned in the previous chapter, the type-token ratio can reflect the variety ofteachers’ lexical use, so the data reveal that teachers’ vocabularies are not so rich enough. Thepossible reasons of low ratios are as follows:The first one is repetition. In the process of transcription, the author finds that in order tomake students understand their lessons clearly teachers repeat a lot, for example, “now wehave learned so many interesting theme park, can you tell me, now, can you tell me, what atheme park is, what is a theme park, what is a theme park?”. In this example, “can you tellme” is repeated twice, but this is a very simple sentence and so are the words in this sentence.

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Conclusion

The objective of the present research is to study the general linguistic features of TeacherTalk based on Input Hypothesis and Interaction Hypothesis. According to the results of theresearch, the principal findings could be summarized as follows:On the whole, the lexical complexity of Teacher Talk of all teachers are not so high. Andteachers in Linfen NO.1 High School have higher lexical complexity than that in XiandiHigh School. And male teachers’ lexical complexity is higher than female teachers’. Teachers’first degree has an impact on the lexical complexity. The concrete findings are as follows:First, teachers’ type-token ratios are between 0.10-0.26 and the average type-token ratiois 0.20. The differences between teachers from different schools are not prominent. Second,about the hierarchical features of words, tokens take up nearly 80% in Base list one, while thepercentage of tokens in other two lists is between 3%-6%. The percentage of types in Base listone is a litter bit lo本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。