A Comparative Analysis Of EFL Teachers' Talk Between Experienced And Novice Teachers

In China,English is mainly taught in class,and it is also the most important place for students to learn and use English.However,there are many factors affecting students' foreign language learning,such as teaching environment,teachers' teaching levels and styles,students' English levels and learning status,etc.Among them,the language used by teachers in the class(teacher talk)plays a vital role in language teaching,since it's not only the medium of teaching,which inflects teachers' teaching methods and teaching plans;but also it's learners' target language,and an important source of students' language input.However,in recent years,the analysis of teacher talk in China was mainly focused on college education stage and gathered in developed areas where most students' English levels are high and excellent,while there are few researches in the senior middle schools of less developed areas.In addition,some scholars have made contrast between experienced teachers and novice teachers.They have uncovered some differences between the both teachers in the aspect of teachers' knowledge,teaching efficiency,and teachers' insight.Compared with novice teachers,most experienced teachers are more knowledgeable in teaching,their teaching process is more efficiency and class problems solving is more flexible.Hence,the compared analysis between experienced and novice teachers' talk in senior middle school of less developed areas is practical and significant.In this thesis,teacher talk is taken as the only research point.Under the guidance of Cheng Xiaotang's teacher talk analysis theory,Krashen's input hypothesis,Swain's output hypothesis and Long's interaction hypothesis theory,the researcher takes three experienced teachers and three novice teachers in Qin'an No.5Senior Middle School as research objects,and do research in the aspects of teacher talk quantity,questioning,interactional modification manners and feedback to explore the current states of teacher talk of two types of teachers,and its influence on student's foreign language learning.Through transcriptions of class recordings,class observations,interviews and questionnaires,the researcher found prominent differences in teacher talk of the two types of teachers.Experienced teachers' interactional manners are more diverse,questioning types are more frequent,and referential questions are much more than novice teachers,while most novice teachers can not make good use of their teacher talk in the class,and can't promote students' second language acquisition well.In addition,as students' English levels in Qin'an No.5Senior Middle School are poorer than other developed areas,thus,the students' language output is still very passive.However,the experienced teachers can effectively use their own language,stimulate students' learning interest,increase their learning motivation,optimize their learning process,and improve the quantity and quality of their foreign language output.While the novice teachers are lack of flexibility and they can not adjust theirteacher talk consciously according to the actual needs of the students,thus students' opportunities in participation of class are very few,which is not conducive to the students' language acquisition.On the basis of the research,the researcher puts forward some suggestions for the English teachers of Qin'an No.5 Senior Middle School.First of all,novice teachers should control the quantity of teacher talk,transfer teachers' role and use mother tongue properly.Secondly,both types of the teachers should optimize the questioning types in the class,which includes asking more referential questions;encouraging students to participate in class interaction;grasping the waiting time well and giving students enough thinking time and equal opportunities to answer questions and respecting individual differences.Finally,teachers should improve their interactional techniques and take appropriate feedback strategies.