The Study On Teacher Talk In Middle School English From The Perspective Of Second Language Acquisition

English Curriculum Standards of Compulsory Education that published by the ministry of education in2011has distinct characteristics:firstly, it pays more attention to the coordinated development between language knowledge and language skills; secondly, it puts forward several levels of the objectives and requirements about language skills based on the students’physical and psychological characteristics, cognitive development and emotional needs. Therefore English teachers should envisage the cultivation of students’language skills, and put emphasis on developing students’communicative competence, thus felicitating students’second language acquisition.In China, English language classroom is the major place where students learn English. Teacher talk occupies an important position in English language classroom. It is not only an important means which teachers impart knowledge to students, but also the main source which students learn the target language. Students’communicative competence and second language acquisition largely depend on the quality of teacher talk.The main body of this study is the study of teacher talk. This study is based on second language acquisition theory including Krashen’s Input Hypothesis and Affective Filter Hypothesis, Long’s Interaction Hypothesis and Swain’s Comprehensible Output Hypothesis. Through observing and recording the classes of two eighth-grade English teachers of Xinyang NO.2middle school, conducting questionnaire among their students and interviewing with two teachers, this study researches and analyzes teacher talk in middle school English classroom. Teacher talk has dual features, formal feature which includes adjustments on phonetics, vocabulary, syntax and discourse and functional feature which includes the amount of teacher talk, the quality of teacher talk, teacher’s classroom questioning, negotiation of meaning between teachers and students, and teacher’s feedback towards students’performances. It analyzes the current situation of teacher talk in middle school English classroom from its formal feature and functional feature, and points out the problems existing in teacher talk. On the basis of the results of this research, according to the problems existing in teacher talk this study provides the following suggestions for improvement:1. Change the role of teachers and students and control the amount of teacher talk;2. Improve teachers’comprehensive quality including language competence, learning ability and practical ability;3. Improve the quality of teacher talk and perfect teaching design;4. Enhance classroom interaction and improve teachers’skills of interaction;5. Promote teachers’ skills of questioning;6. Refine teachers’feedback towards students’performances. This study hopes to provide certain reference for the study of teacher talk in middle school English classroom and guidance for middle school English classroom teaching in order to better develop students’ communicative competence.This paper consists of six chapters. Chapter one is an brief introduction of this study including background, purpose and significance of this study. Chapter two is the literature review of this study. Firstly, it introduces the definition of teacher talk. Then it expatiates the previous study of teacher talk at home and abroad. Chapter three is theoretical foundations that introduces second language acquisition theory including the Input Hypothesis, the Interaction Hypothesis, the Output Hypothesis and the Affective Filter Hypothesis. Chapter four is the research of teacher talk. Under the theory of second language acquisition theory, it analyzes formal feature and functional feature of teacher talk, and further reveal the characteristics and problems of teacher talk in middle school English. Chapter five presents implications for improving teacher talk and English teaching. The last chapter summarizes the major findings and limitations of this study and put forward suggestions for further studies.