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摘要：As noted earlier, there has been much research on teacher talk. However, most ofthe studies focus on the analysis of in-service teachers and few pay attention to thepre-service teachers’ teacher talk.

2.1 Theoretical Framework
In this part, three second language acquisition theories related to the study will beintroduced. They are Krashen’s Input Hypothesis, Long’s Interaction Hypothesis andSwain’s Output Hypothesis. Based upon these theories, a theoretical framework ofthis study is developed. Krashen’s Input Hypothesis is one of the most influential second languageacquisition theories. In the late 1970s，Krashen put forward the Monitor ModelTheory and in the early 1980s, this was developed into a broader-based model: theSecond Language Acquisition Theory, which contains five hypotheses, the mostimportant of which is the Input Hypothesis (1981, 1985). Thereafter, Krashen’s theoryof SLA has a great influence on language research and teaching practice. The InputHypothesis claims: "humans acquire language in only one way--by understandingmessages or by receiving comprehensible input" (Krashen, 1985:2).
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2.2 Definition of Teacher Talk, Experienced Teacher and Student Teacher
There are many definitions of teacher talk. Ellis (1990) believes that the way thatteachers use language in classrooms is different from that in other kinds of languagebackground. To facilitate communication, teachers make adjustments to both languageforms and language functions. And the adjustments are called "teacher talk".According to Cook (1996), teacher talk refers to the amount of speech suppliedby teacher rather than students. Sometimes teacher talk can be named as teachers'language (Richards, 2000), teachers' speech or teachers' utterances (Elks, 1985), etc.Longman Dictionary of Language Teaching & Applied Linguistics (Richards et al.2000), defined teacher talk as "that variety of language sometimes used by teacherswhen they are in the process of teaching". Spolsky (2000:33) defined teacher talk as"a special variety (or register) of language especially marked by a special set ofvocabulary (technical terminology) associated with a profession or occupation". Inthis thesis, teacher talk refers to the words that teachers use in classroom teaching,whether it is for the purpose of managing the class or conveying information. Theamount of teacher talk, question types, feedbacks and the modifications of teacher talkwill be analyzed in this paper.
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Chapter Ⅲ Methodology.....16
3.1 Research Questions.....16
3.2 Participants and Settings .....16
3.3 Research Method and Instrument .......17
Chapter Ⅳ Data Analysis....20
4.1 Results and Discussions for the Amount of Teacher talk of Student.....20
4.2 Display and Referential Questions......22
4.3 Teachers’ Feedbacks....26
4.4 Interactional Modifications.....35
Chapter Ⅴ Conclusion ....39
5.1 Major Findings of the Study .......39
5.2 Implications of the Study ....41
5.3 Limitations, Suggestions for Future Studies.......42

Chapter Ⅳ Data Analysis

4.1 Results and Discussions for the Amount of Teacher talk of Student Teachers and Experienced Teachers
The classes recorded involve a number of short questions and answers, therefore,the time interval is too short to be written down accurately. Besides, for the classesthat have student discussion activities, the discussion time has 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。