Multidimensional Analysis On English Teacher Talk In The Junior Middle School

Teacher talk(TT) research is one of the most important parts of classroom teaching research. Since1970s, western scholars have done a lot of empirical researches on TT, which show TT plays an important role in organizing classroom teaching and students’language acquisition process.At the end of90s, scholars at home begin to research TT. For instance, the theory speculation researches focus on linguistics features of TT, some review western theories and introduce western genres, while empirical researches concentrate more on the "teacher-directed" lesson type and the "student-centered" lesson type, and others make comparison on TT between Chinese and foreign class, aim to find the difference between them and the effect on classroom teaching. At present, domestic research on the using features and actual effects of TT, and its influence to students’ language acquisition and teaching process are still rare. Therefore, how to provide Chinese students with better English in the sub-context of Chinese and promote their language acquisition is a valuable issue that worth studied.As for single domestic research perspective on TT, the author does multidimensional analysis on English TT in junior middle school from three perspectives:ethnography of communication(EC), conversation analysis(CA) and cognitive pragmatics(CP). With the methods of students questionnaire survey, teacher interview, classroom observation, video/tape records transcription, the author focuses on analyzing communicative characteristics and interaction functions of TT. The analysis results show the teacher’s more non-interactive language using leads to the deficiency of interactivity of TT; teaching plan, the teacher’s logic thinking and his/her language qualification play an important role in cohesion and coherence of TT; the lack of certain cross-cultural awareness makes TT inappropriate; the teacher can communicate with students by employing more complicated classroom discourse modes than IRF. However, there are some problems in the three moves; the teacher’s pragmatics awareness is improving, she/he can encourage students to participate in class activities by increasing related information and strengthening the contextual effect. But it should be point out, pragmatics strategies need to be diversified.Furthermore, the study puts forward some practical suggestions to improve TT:enhance communicative characteristics of TT, make use of divers class communicative modes, and use cognitive pragmatics strategies reasonably.