Research On Teacher Talk In College English Classrooms Of Non-English Majors

College English teacher talk, differs with the language that teacher uses in other context,that is used to organize the English teaching activities, to convey language information andso on. Teacher talk is a significant factor of teaching researches. The analysis and study ofteacher talk can explore the relationship between teacher talk and teaching effects. In EFLclasses, teacher talk affects students learning and class atmosphere significantly.This paper studies the teacher talk in English classes for non-English majors based onmany teacher talk samples, to explore how the different teacher talk amount and languagestyles influence the language learners. Based on Krashen’s input hypothesis theory, Swain’soutput hypothesis theory and Long’s interaction hypothesis theory, this research chooses 6different non-English major classes in Shanxi Datong University as the research samples.The corpuses are collected by class view, class notes, audio record, questionnaire survey, etc.This paper studies the teacher talk amount, native language using amount, teachers’question modes and frequencies, interactional modifications and teachers’feedbacks and soon. This research try to explore a new teacher talk mode that can be more advantage forimproving language learners’learning efficiency and proficiency by comparing andanalyzing the sample data of the six chosen teachers. It indicates that to control the teachers’talk amounts and forms can help teachers to create student-centered classes and make moreopportunities for students to make language output, so that it will advance the languagelearning effects. The Excel is used to analyze and calculate the corpuses data, and shows thecomparative results in tables.It is indicated that in EFL classes, teacher talk amounts and native language usingamounts influence the ratio of students’language input and output; and teachers questionmode and interactional modification way affect students language organization. Teachers’feedbacks affect students’language learning interest and enthusiasm. This research tries tofind a better teacher talk mode that is advantage for improving students’learning efficiencyand positivity, to create harmonious learning atmosphere and student-centered classes, sothat the English teaching effect will be improved.