Analyzing Teacher Talk In English Class At Senior High Schools

With the development of globalization, there is a great demand for Englishtalents of high level in our country. As an international language, English isplaying a more and more important role nowadays. As one of the most importantsources of learners’ language input, teacher talk in class directly influencesstudents’ language output and the effect of class teaching. Teachers’ professionalaccomplishment, knowledge and ability, and training after graduation are allimportant factors that affect teacher talk in class. Therefore, in order to discusshow to improve the quality of English teaching and to help teachers give class instandard and fluent English so as to teach students standard spoken English, Imade a record of the teachers talk in English class in Qingpu district and alsomade some data analysis. Then I found some problems in teachers’ classroomdiscourse among the middle school English teachers.In order to make the English teaching better, and to enable teachers to useclassroom discourse correctly, reasonably and effectively, based on Krashen’sInput Hypothesis, Swain’s Output Hypothesis，Teacher Talk Theory, within oneyear, among English teachers in some high schools in Qingpu District, I made arecord of class teaching of some English teachers in written form and also made afurther analysis of the quality of teachers’ discourse, the characteristics and theway the teachers put forward questions, the way of communication betweenteachers and students, teachers’ feedback etc. I reviewed some studies about teachers’ classroom discourse at home andabroad and also made a series of concepts clear and defined. And then, I usedsome empirical approaches such as classroom observation, case study method,data analysis etc. I also made a record of classroom teaching in the five seniorhigh schools in Qingpu district (including one instructor from Teachers’Institution for Further education). I made a whole record of the forty-minute classteaching of the teachers of different levels, and the transcript, then I made furtheranalysis and summary of them.Through the analysis of a series of data and examples, I found that presentlythere are many problems in teachers talk in my district, such as too much teachertalk, too little effective output, low quality of questions, simple feedback andmany other problems. Therefore, the author thinks that teachers should beencouraged to improve their basic quality and professional accomplishment.Through this article, I try to find out the existing problems and countermeasuresof solving problems in teacher’s discourse in English class, so as to improve theteaching effect of English class effectively.