Research On The Use Of Teacher Talk Of Classroom English In Primary Schools

The English education is becoming hotter and hotter in our country; people follow English teachers’ professionalism with great interest. In English classroom teaching, teacher talk is the biggest input source for the English learners and plays a crucial role in the acquisition of pupils’learning. Especially for the English teachers in the primary schools, their language is required to be instructional, correct, clear, understandable and humorous. During my internship in primary schools and the reflection in the part-time teaching, I have found that there are still some problems existing on teacher talk in the teaching process and their languages haven’t received enough attention they deserves, which greatly reduce the efficiency of the classroom teaching and the learners’language acquisition.Based on Krashen’s "Second Language Acquisition Theory"(mainly the "Input hypothesis"), Piaget’s "Childers’s Cognitive Development Theory" and Motivation Theory, this study is written by documentary research, classroom observation and interviews. Take four English teachers in Tianjin Heping District and two in Hexi District as the objects of my thesis. By analyzing and researching their language used in classroom, the author has summarized the characteristics and problems of the teacher talk. What’s more, there are also some suggestions and strategies put forward in the thesis. I sincerely hope that this study will do some help for the improvement of teaching efficiency and upgrading of English teachers’professional knowledge.This thesis consists of five chapters:the first and foremost gives the background, significance, research methods and structure of this thesis; the second chapter gives the main theoretical basis of this thesis; the third chapter is the section for literature review, which mainly introduces the general idea of teacher talk, as well as their characteristics and classification; in addition, it also includes the present situation on teacher talk at home and abroad; the fourth chapter is the data analysis on the state of English teachers’teacher talk in primary schools; the fifth chapter mainly proposes improvements of the problems found in the last chapter.