Analysis Of Teacher Talk In Intensive Reading Classroom Of College English

Presently, it is a common phenomenon that students are lack of communicative competence. Although most of graduates have studied for at least 6 or 10 years, they can not use the English in an appropriate way. In China, the English classroom is an important environment for the students to perceive and acquire language knowledge. Among all the courses, the intensive reading course has been subjected to much comment, debate, and criticism from some linguistic theories. It takes up most of time and plays an important role in SLA classroom in every university. So in the process of language learning, the development of the learners' communicative competence in the intensive reading class attracts more and more attention from the teachers and educators, who are exploring more and more advanced teaching methods to reform English Teaching Education such as communicative teaching. But an intensive reading class mainly consists of "Teacher Talk"."Teacher Talk" is the most essential tool with which the teachers teach and the main resource from which students learn in the intensive reading course. Teacher Talk refers to the speech that a teacher uses to speak to student when the teacher undertakes the task in foreign language teaching. Students can acquire language knowledge directly from teacher talk and the most important issue lies in that through teacher talk the students can perceive communication in the very period of learning and using language. So teacher talk enables the teachers to communicate with the students and improves the effective interaction between teachers and students in ESL classroom. And the amount of teacher talk and the quality of teacher talk are closely related to the success of language teaching and learning. But the studies on TT in college level are still scare and unsystematic in China.Krashen believed that teacher talk should be comprehensible input. Swain thought that in addition to input there must also be "comprehensible output", because this is in learners' attempts to construct messages that encode their own communicative intentions in speech which they are in a position to figure out how the language is structured. Long advocated that both of learners' input and output are realized during the interaction between students and teachers. Constructivist considered that it was the students who constructed language knowledge by the help of teachers, and that the process of constructing knowledge could arise from social conversational interaction. In this thesis, based on these theories, the author analyzes the communicative and non-communicative factors of teacher talk according to the data of six teachers' talk from Jilin University, Changchun Normal University and Changchun Financial College through recording, transcription and questionnaire. On the basis of the above experiment and opinion, we should enlarge the communicative factors of teacher talk and change the role of teacher in order to improve the effective interaction and learners' communicative competence.