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ng to communicate withlearners, teachers often simplify their speech, giving it many of the characteristicsof Foreigner Talk and other simplified styles of speech addressed to languagelearners.” (Richards 2005:698) Ellis thinks that teachers “address classroomlanguage learners differently from the way they address other kinds of classroomlearners. They make adjustments to both language form and language function inorder to facilitate communication. These adjustments are referred to as ‘teachertalk’” (Ellis 1994:726).Some scholars at home also make definitions of teacher talk, such as SongDeyun & Pan Longming (2000), they describe English teacher talk as follows:English teacher talk is composed of classroom English, instruction English,teacher-student interaction, and teacher feedback English, which can be used to teach linguistic knowledge, guide classroom communication and organizeclassroom activities. English teacher talk is characterized by simplification andclarification. Chen Qiuxian (2007) points out that teacher talk is the language usedby the teachers in the classroom organization and classroom instruction.
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2.2 Theoretical bases of teacher talk
The analysis of teacher talk is based on three influential hypotheses: the Input Hypothesis, the Output Hypothesis, and the Interaction Hypothesis. The part willprovide an overview of these theoretical hypotheses respectively. Krashen’s Language Acquisition Theory was one of the most influentialtheories of SLA in the late 1970s and early 1980s. It consists of five hypotheses: theInput Hypothesis, the Acquisition/Learning Hypothesis, the Natural OrderHypothesis, the Monitor Hypothesis and the Affective Filter Hypothesis. Krashenexplains the process of language learning with the five hypotheses, of which theInput Hypothesis is the central part. The Input Hypothesis states: “human acquirelanguage in only one way — by understanding messages or by receiving‘comprehensible input’”.(Krashen 1985:2) Comprehensible input refers to“utterances that the learner understands based on the context in which they are usedas well as the language in which they are phrased”. (Richard,J. & Rodgers,T.2000:132) Krashen believes that language input under natural conditions can notalways be controlled within understandable range, the reason that classroominstruction is important is that classroom instruction can provide learnerscomprehensible input with the actual meaning. (Jiang Zukang 1999:165)
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Chapter 3 Research Methodology...... 32
3.1 Research questions......... 32
3.2 Participants......... 33
3.3 Instruments and data collection........ 33
3.3.1 Classroom observation.... 33
3.3.2 Questionnaire ...... 34
3.3.3 Interview ....... 35
3.3.4 Audio recordings and field notes....... 36
3.4 Research Procedure........ 37
Chapter 4 Findings and Discussion.... 40
4.1 Findings of teacher talk in linguistic perspective..... 40
4.2 Findings of teacher talk in pedagogical perspective ...... 48
4.2.1 Amount of teacher talk in classroom interaction....... 48
4.2.2 Teachers’ questions in classroom interaction ...... 53
4.2.3 Error treatment in classroom interaction....... 55
4.2.4 Teachers’ feedback in classroom interaction....... 57
4.3 Discussion.... 59
4.3.1 Analysis of teacher talk in linguistic perspective ...... 59
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