| Over the last few decades, many researches have been undertaken in the field of L2 education, both on teachers & teaching and learners &learning, including teacher talk and EFL learning motivation. Teacher talk is the language which teachers use to organize and manage the EFL classrooms and implement their teaching plans (Nunan, 1991). It is one of the primary means of controlling learner's behavior and the most important source of learner's input. Motivation is considered to be one of the main determining factors in success in developing English. It has significant influence on the whole process and the outcome of the English learning. Many researchers have discussed its influences on the results of learning and proved that it is one of the main variables of restricting student's FL school grades(Wu Heping,2001; Gao Yihong & et al. 2003b; Wen Qiufang, 2001).In recent years, many researches have been undertaken in these two fields. But most of them have been done in universities and colleges. Few are involved in vocational schools, and even fewer have been done on the direct connection between teacher talk and EFL learning motivation.On the basis of the previous researches, the present study attempts to probe into the influence of teacher talk on EFL learning motivation in EFL classroom in vocational schools, and it is undertaken for the following purposes: 1) to probe into what types of teacher talk are common in EFL classroom in vocational schools. 2) to inquire into what types of teacher talk are popular among the students, and can motivate the students' learning. 3) to provide some suggestions to the vocational school English teaching on motivating students' learning via the teacher talk in class.The thesis consists of five chapters.Chapter One gives an overview of previous researches on teacher talk and EFL learning motivation at home and abroad in the recent decades of years.Chapter Two provides the theoretical foundations on teacher talk and EFL learning motivation.Chapter Three presents the design of the present study in details.Chapter Four analyses the data and discusses the result from the following four aspects: the amount of teacher talk and its effect on EFL learning motivation; the ratio of teacher talk between L1 and FL and its effect on EFL Learning motivation; the types of teachers' questions, their frequency and their effects on EFL learning motivation; teachers' feedback & its effects on EFL learning motivation. From the investigation, we get a better understanding of teacher talk in EFL classroom in vocational schools.Chapter Five illustrates the study limitations and meanwhile, makes a few suggestions to the EFL classroom teaching in vocational schools.The present study presents some implications for EFL teaching: 1) There is a preference of teacher talk over student talk, however the students are more active in the classes where teacher talk is less; 2) All the teachers tend to use a lot of L1 while organizing and lecturing. From the result of questionnaire and the observation ,students are not interested in this kind of class; 3)There is a priority of display questions over referential ones; and students seem more preferable to the referential questions, which are more challenging to them; 4)And most of the teachers prefer using "repetition of responses followed by praises", though " praises plus appraisal" seems to be a more effective method.Owing to some objective and subjective factors, there are some limitations in the study. It is worth pointing out that the present work has shed light only on certain aspects of teacher talk in the EFL classroom. And the results obtained in the present study leave much to be verified in the future. However, it can be predicted that continued research will yield useful insights into the EFL teaching and learning. |
