Case Analysis On Proficient Teacher Talk In English Classroom Of Senior High School

Teacher talk plays an important role in organizing classroom teaching and developing students’ language acquisition(Nunan,1991).Teacher talk is not only the medium for teachers to implement their teaching plans,but also the main source of language input for students in the English classroom of senior high school.Teacher talk plays an exemplary role in the second language classroom for students to acquire the target language.The quantity and quality of teacher talk will affect students’ language acquisition.As the backbone of school teaching group,proficient teachers have rich teaching experience and strong ability to recognize and solve problems,playing a leading and exemplary role in the classroom teaching.Therefore,it is particularly important to study proficient teacher talk in the English classroom of senior high school.Based on comprehensible input hypothesis,output hypothesis and interaction hypothesis,this study analyzes the current situation of proficient teacher talk in senior high school English classroom by adopting the methods of case analysis,classroom observation,comparative approach and interview.Through the analysis on the English teaching cases of two novice teachers and three proficient teachers in No.2 Senior High School of Panjin,this study aims to explore the following three questions: 1)What is the amount of proficient teacher talk in English classroom of senior high school? 2)What are the characteristics of proficient teacher’s questioning in English classroom of senior high school? 3)What are the characteristics of proficient teacher’s feedback in English classroom of senior high school?Compared with the cases of novice teachers,the study shows that: In terms of the amount of teacher talk,proficient teachers pay attention to reasonably allocating the time of teacher talk and student talk,providing more opportunities for students to output language;In terms of teacher’s questioning,proficient teachers pay attention to balancing the proportion of displaying and referential questions.More referential questions are posed to promote students’ classroom participation and language communication;In terms of teacher’s feedback,proficient teachers give priority to positive feedback and properly use various types of negative feedback to stimulate students’ enthusiasm in language output.Some implications of improving teacher talk in English classroom are summarized in this study,such as controlling the amount of teacher talk,optimizing classroom questioning,using feedback strategies flexibly,and enriching teachers’ recognition and practice of teacher talk in theory and practice.It is hoped that this study may provide useful enlightenment for English teaching practice and the research on teacher talk in English classroom of senior high school as well.