A Comparative Study Of Teacher Talk Between Experienced Teachers And Novice Teachers In Junior English Class

In English class,teacher talk is a tool for teachers to carry out teaching plan,which plays a crucial role in knowledge transmission,students’ language input and target language using demonstration.Thus,high-quality teacher talk takes a great stake in students’ second language acquisition.For a long time,many researchers home and abroad have been carrying out a comprehensive and in-depth study of teacher talk.From the existing literature,the comparative study of teacher talk mainly focuses on the quantities of teacher talk,question types and frequency,interaction mode and feedback mode.However,there are few comparative studies on teacher talk of English teachers,especially in junior English class.Therefore,this study makes a comparative study of teacher talk between experienced teachers and novice ones in junior English class,hoping to put forward some suggestions to improve the quality of teacher talk.Based on Discourse Analysis,Swain’s “The output hypothesis” and Long’s “The interaction hypothesis”,this study attempts to answer the following two questions by exploring the differences in teacher talk between experienced teachers and novice teachers:(1)What are the characteristics of teacher talk of experienced teachers and novice teachers?(2)Are there any differences in the aspects of authenticity,interactivity,logic and normativity of teacher talk between experienced teachers and novice teachers ? If so,where are the differences?This study is targeted at 3 experienced teachers and 3 novice teachers in Xi’anGao Xin No.1 Middle School.Through case study chosen from 12 classes of 6research participants,and interviewing 6 teachers,combined with questionnaire from423 students,the writer analyzes the results of the questionnaire by SPSS26.0.The differences of teacher talk in the authenticity,interactivity,logic and normativity between experienced teachers and novice teachers as well as the influence on students’ second language acquisition are compared and analyzed.Through comparative analysis,the following conclusions are drawn: there exist significant differences of teacher talk between experienced teachers and novice teachers,which can be specifically found in the following aspects:(1)in term of authenticity,experienced teachers are better at teaching by setting up real situations,while novice teachers ignore the practicability of teacher talk;(2)in term of interactivity,experienced teachers are better at improving students’ classroom participation and language output through interaction than that of novice teachers;(3)in term of logic,teacher talk of experienced teachers are more logical and coherent than that of novice teachers;(4)in term of normativity,both experienced teachers and novice teachers can provide standard language to students,but teacher talk of experienced teachers is more accurate.Finally,according to the research results,the author puts forward the following suggestions for improving the quality of teacher talk:(1)novice teachers should pay attention to the quality and effect of teacher talk,and develop the habit of analyzing teacher talk;(2)novice teachers should pay attention to the authenticity of teacher talk and try to create situations close to real life;(3)both experienced teachers and novice teachers should give more opportunities for students to carry out language output and increase interaction activities as much as possible;(4)novice teachers should take teaching goals as the outline to make their instructional design,so as to make their teacher talk more logical and easy to be accepted by students;(5)both experienced teachers and novice teachers should make great efforts to strengthen the learning of standard and authentic English.It is expected that this study can arouse the attention and reflection of English teachers on their teacher talk,and provide reference for English teachers in junior high school to improve the quality of teacher talk.