A Study On Teacher Talk In English Classroom Of High School From The Perspective Of Ecological Classroom

Teacher talk is not only a tool of teaching,but also one of the sources of students’ language input.It plays an important role in students’ language acquisition.Teacher talk analysis is a hot topic for linguists and educators at home and abroad.Many domestic scholars have made exploratory studies on teacher talk in English classroom,but they mainly focus on the characteristics and function of teacher talk.However,few studies have been analyzed on teacher talk in English classroom from the perspective of ecological classroom.In the field of education and teaching,researchers aim to creating an ecological classroom and making classroom teaching on the road of sustainable development.Ecological classroom emphasizes the importance of guiding students to cultivate the independent qualities and lays a solid foundation for students’ lifelong learning,which is in accordance with the goal of cultivating students’ core qualities in English subject in the educational field.Based on the theory of ecological classroom,the author of this thesis uses three methods:case analysis,classroom observation and interview to analyze the reading,vocabulary and writing cases of Dalian Hongqi Senior High School.The purpose of this study is to explore the following three issues: 1.What are problems of teacher talk in senior high school English classroom from the perspective of ecological classroom? 2.What are the reasons for English classroom teacher talk in the current senior high school from the perspective of ecological classroom? 3.What measures should be taken to improve the effectiveness of teacher talk to build an ecological classroom ?From the perspective of ecological classroom,the results of this thesis show that the problems of teacher talk in senior high school English classroom are as follows:(1)The quality of teacher talk is low,such as grammatical errors,improper use of words and poor oral expression;more “comprehension checks”,“confirmation checks” and less “clarification requests”;teachers use many display questions and few reference questions;the quantity of teacher talk is much larger than that of students which leads students have fewer opportunities to express their opinions;positive feedback mainly focus on “simple and praise”.Teachers rarely use the feedback of “repeating praise” and “praise and comment”.Negative feedback mainly focuses on “correcting students’ mistakes directly”.(2)The main reasons for the present situation of teacher talk in senior high school English classroom are teachers’ cognitive bias towards the ecological classroom,the negative impact of college entrance examination on teacher talk,and teachers’ professional qualities is not up to the standard.(3)Therefore,some suggestions are put forward in terms of improving teachers’ professional qualities,carrying out training activities by relevant departments and improving the strategiesof teacher talk.The author of this thesis expects that this study may enrich the relevant knowledge of ecological classroom and curriculum teaching.The author of this thesis also expects that the results of this study may arouse teachers’ attention on the ecological classroom and urge them to improve English classroom teaching from the perspective of ecological classroom.