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ns as an example, according to the company'sstatistics, New Oriental Group has had around 10.5 million student enrollments since itsfounding in 1993. Just in 2010 alone, approximately 1,8 million students have taken one ormore English courses offered by the company. Most students who have attended Englishcourses at New Oriental like the way these teachers teach and think those courses helpthem enhance practical language skills and let them enjoy learning English more. Themotivation for the present research lies in this sharp contrast between the unsatisfactoryuniversity English teaching and the boom in private English training institutions in China.

1.2 Statement of Problem
As a matter of fact，NNS English teachers are the main force in both universities andprivate institutions，only with a few native speaking (NS) teachers taking charge of the oralEnglish teaching. Besides, most English classes at tertiary level are lecture-like withteacher talk dominating the language classroom., and consequently, interactions andclassroom activities are less frequently seen than in primary and secondary classrooms.The major reason is that whether in universities or in institutions the teacher often has toachieve plenty of teaching objectives within limited amount of teaching time in order tomeet the requirements and expectations of students and administrators. Relying on teachertalk is a safe way to accomplish this. Thus, English teachers in universities and institutionshave relatively similar situations for instruction, but students have different pReference forthem. What happens in university and institution English classes is well worth fullyexploring in order to account for this phenomenon and help university teachers improvetheir teaching practice.

Chapter Two Literature Review

2.1 Introduction
In the past decades，classroom language has been an active and fruitful research areain applied linguistics. Teaching and learning English as a second language, in particular,has drawn much attention from researchers and in-service teachers. In the case of learningEnglish in a non-English speaking country like China, English classroom is quite oftenstudents' only source of target language input. So the quality of teacher talk is ofparamount importance for L2 learners. In this Chapter，research on classroom language interms of effective teacher talk，teachers' choice of language and their choice of teachingcontent will be reviewed, as well as studies investigating NNS language teachers andcomparing NNS and NS language teachers.

2.2 Teacher Talk

2.2.1 Effective Teacher Talk
By the effectiveness of teacher talk, Campbell (2004) regarded it as "the power torealize socially valued objectives agreed for teachers' work, especially, but not exclusively,the work concerned with enabling students to leam.”（p.4). According to him, teachereffectiveness is the impact of a number of classroom factors on students' performance,including teaching methods，teacher expectations, classroom organization, use ofclassroom resources, and so on. There are two aspects of information in his definition: onone hand, a successful teacher should possess a set of characteristics distinctive to theprofession; on the other hand，a good teacher should encourage students to take theinitiative in the learning process. From the perspective of teacher's classroom langua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。