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4.3.2 Analysis of teacher talk in pedagogical perspective........ 65
Chapter 5 Conclusion........ 72
5.1 Summary of the findings...... 72
5.2 Pedagogical implications ..... 74
5.3 Limitations of the study and suggestions....... 78

Chapter 4 Findings and Discussion

In this chapter, we describe and discuss the findings of this study which arebased on five research questions. Firstly, we focus on the information collectedfrom classroom observation in Shenyang No. 120 Senior High School in order todescribe each aspect of teacher talk in both linguistic and pedagogical perspectives.The former includes pronunciation, intonation, speech rate, lexical features andsyntactical features. The latter includes the amount of teacher talk, teachers’questions, error-treatment in classroom, and feedback. Secondly, we focus on theinformation based on the results of students’ questionnaire on teacher talk inclassroom interaction in order to reveal students’ attitudes towards some aspects ofteacher talk. Thirdly, we focus on the information from 6 interviewed teachers,explore the present situation of teacher talk in the senior high school and find thedeeper reasons. Finally comes the author’s discussion.
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Conclusion

According to the analysis of the results of the present study, the conclusion canbe drawn as follows:In terms of teachers’ pronunciation, the study reveals the frequencies ofvariations of sounds used by the 6 observed teachers in Grade 1 in Shenyang No.120 Senior High School in one period of class, including liaison, weak forms, lossof plosive, elision, and full pronunciation. To be specific, the number of loss ofplosive, elision, and full pronunciation used by them is bigger than the number ofliaison, weak forms used by the observed teachers. Every variation of sounds werefer to are used by the observed teachers, but the total number is small. The largesttotal number is 24 variations of sounds which are used by Teacher 5 in one periodof class.As to teachers’ intonation, the study demonstrates the frequencies of dominanttone including rising-falling tone and rising tone, and non-dominant tone includingfalling-rising tone and falling tone used by the 6 observed teachers in one period ofclass. Through observation, we find that dominant tone is used more frequently thannon-dominant tone. The number of sentences with rising-falling tone is 73, whichoccupies 62.4% of all the sentences the observed teachers use.
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Reference (omitted)

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