The Investigation And Analysis Of Teacher Talk In Integrated English Course And Implications

Teacher talk refers to the language used by teacher in the classroom to organize and conduct teaching activity; it is the principal way of imparting knowledge to students and also an important means of conducting ideological education.A teacher who can speak could not necessarily become a good teacher, but a good teacher must speak very well. To learn to"speak", that is to master the art of classroom teacher talk. The success or failure of a class has a close relationship with the teacher's organization of classroom teacher talk. In the class, teacher's idea and viewpoints need to be accepted by students through teacher talk, and only through perfect organization of teacher talk can teaching content achieve the ideal teaching effect. In order to impart knowledge, train students'language skill and organize classroom teaching more effectively, teachers should realize the important role of teacher talk, and pay attention to quality of teacher talk consciously and make classroom teacher talk become a real art.In recent years, teacher talk has become one of the hot research areas for linguistics and foreign language teachers in China. As a compulsory course for every college student, the importance of integrated English course is self-evident. A study of teacher talk in integrated English course contributes to the training of teacher talk for English teachers and their professional development. Through observing and analyzing their own and colleague's teacher talk, college English teachers can reflect on the rationality and personal belief of using teacher talk, so as to perfect it and improve their professional levels. In view of this, studying teacher talk in integrated English course is of positive significance for improving teaching quality and constructing double-qualified teachers.Based on the genre theory and the situational context theory, this thesis conducts a study on teacher talk in integrated English course. First of all, the research background, purpose and significance of the study are introduced, and it also tells the organization of the thesis. Then definitions of teacher talk are given, and previous studies on teacher talk both at home and abroad are reviewed. Next, supported by the genre theory and the situational context theory, the author makes an analysis on teacher talk in integrated English course, adopting the methods of case study and survey study. In the case study, the author records five teacher's integrated English course in Shandong Agricultural University, and then the recording materials are transcribed. In the survey study, the author conducts questionnaire investigation and semi-structured interview on these 5 English teachers and 240 non-English majors. Through the analysis of recording materials and questionnaires, the author interprets the genre and current situation of teacher talk in integrated English course. Base on these studies, the author points out implications for college English teachers. Finally, the author summarizes the major findings of the study, limitations and further directions for future research are also given.