Research On Teacher Talk In English Translation Classroom And Its Teaching Design

In English classroom teaching,the words used by English teachers have speciality because they are both the source of student language input and the media of teachers’ teaching implementation.It can be seen that the importance of English teacher talk is self-evident.English teacher talk has a profound impact on students’ second language acquisition and teachers’ teaching organizations.Therefore,it is very important to study teacher talk in English class.In recent years,domestic and foreign researchers have carried out a lot of researches on the "teacher talk" theme and have achieved fruitful research results.However,most scholars use the types of reading,speaking,and listening courses as research materials,and do not conduct in-depth research on translation classes.In the field of translation teaching research,scholars have done a lot of research on translation teaching methods,translation courses,translation teaching and teaching materials,etc.The research carried out from the perspective of translation teachers is relatively poor,and the research on the teacher talk in translation class is even rarer.In view of this,this paper combines the related research results of translation teaching and secondary classroom teacher talk,based on conversational theory and compliance theory,selects the winners of the translation professional group of the 9th "Foreign Teachers Cup" National College Foreign Language Teaching Competition as research material,observes the classroom recording of nine winners and transfers them into written texts for systematic analysis to explore the performance forms and functions of code switching,teacher questioning,teacher feedback and metadiscourse in the perspective of language teaching and discourse analysis.The research results show that:(1)In the translation classroom,the frequency of code-switching is not high,intra-sentential code-switching accounts for a relatively large proportion,inter-sentential code-switching takes the second place,and tag code-switching accounts for the smallest proportion.Teachers use code-switching to explain the meaning of professional vocabulary or English expressions,condense what they have learned,guide students to translate,distinguish the syntactic structure of English and Chinese,and shorten the social distance between teachers and students,so as to realize the teaching function,metalanguage function and communicative function.(2)Among the seven types of teacher questioning,"Wh-"(34.29%)and "...,right? /...,ok?"(32.65%)account for the large proportion,and in practical applications,teachers use the combination of questioning forms,repeated questions and synonymous conversions to guide students to answer,which can promote students to think positively,cultivate thinking skills;increase student speech output;reduce teacher and student social distance;emphasize learning focus;draw student attention back to classroom.Among the question types,translation teachers use display questions more frequently.Teachers can use display questions to achieve teaching goals,guide students to learn the methods and strategies of long sentence translation,use reference questions to increase students’ language output opportunities and improve students’ language and thinking skills.In addition,translation teachers mainly use four questioning directions,of which "designated student answers" account for the largest proportion,"teacher self-answer" takes the second place,and "students’ voluntary answers" and "students’ joint answers" account for a relatively small proportion.Reasonable use of questioning directions can achieve the function of increasing students’ classroom participation,promoting the development of teaching activities,shortening the blank time in the classroom,and reducing students’ anxiety.(3)When the translation teacher gives feedback to students’ answers,they will give students positive feedback.And among the five types of positive feedback,"praise plus repetition" accounted for the largest proportion,followed by "praise plus comment","repeat and further questions","simple praise" and "guide students to correct themselves" accounted for a relatively small proportion.In addition to "simple praise" which is slightly solidified,other positive feedbacks have fruitful contributions in deepening students’ understanding and memory of knowledge,motivating students to think positively,enhancing students’ sense of self-efficacy,expanding knowledge points,increasing students’ speech output and maintaining an equal and harmonious relationship between teachers and students.(4)The interactive metadiscourse used by translation teacher accounts for 59.13%,and the interactional metadiscourse accounts for 40.87%.This shows that teachers focus on thinking about how to fully present the teaching links and connect them naturally.To some extent,teachers ignore the importance of student interaction.Among them,transition markers are used most frequently,conjunction "and" is used most frequently,structural markers are second in frequency,engagement markers are in third place,second-person pronoun "you" is used most frequently,and self-mention markers are the fourth.,and the first person pronoun "we" is used most frequently.The analysis shows that teachers can use interactive metadiscourse to show the inherent logical relationship of language expression,make the discourse transition natural,coherent,orderly,and clear,helping students understand the teaching content and master the knowledge points;use interactional metadiscourse to attract students’ attention It regards students as participants in the discourse,which makes students have a sense of belonging,satisfies students’ psychological "needs of belonging",and is conducive to giving full play to students’ dominant position in the classroom.Based on the above research results,this research puts forward some suggestions on the teacher talk used by translation teachers in translation classrooms:(1)Form a correct and effective teacher talk;(2)Balance teacher talk and student talk;(3)Appropriate use of code conversions for translation teaching;(4)Improve questioning skills,balance question forms,question types and question directions;(5)Focus on positive feedback,and appropriately correct translation errors;(6)Master metadiscourse strategies to optimize teacher speech quality.Finally,this article hopes to provide a useful reference for the study of the expressions and functions of teacher talk in translation classrooms in my country and translation teaching.