A Comparative Study Of Teacher Talk Between Expert Teachers And Novice Teachers In Senior High School

English teacher talk is not only the main means and important medium for teachers to implement classroom teaching,but also reflects the methods and processes of teachers’ classroom teaching.Therefore,the study of teacher talk is helpful for us to better understand the actual situation of classroom teaching.At present,the domestic comparative studies on teacher talk mainly focuses on the its function and frequency.Under the guidance of comprehensible input and output theory,interaction hypothesis and discourse analysis theory,this thesis,taking the classroom discourse analysis proposed by Cheng Xiaotang（2009）as framework,adopts the ways of questionnaire,interview and classroom observation to investigate the perception and actual use of teacher talk of novice teachers and expert teachers in the classroom and compare the similarities and differences between them in term of authenticity,interactivity,logicality and normativity.The specific research objects are two novice English teachers and two expert English teachers from Xiangyang No.1 high school in Hubei Province,and the research questions are as follows:1.What is the perception of high school English novice teachers and expert teachers on teacher talk in terms of authenticity,interactivity,logicality and normativity?2.What are the similarities and differences of the teacher talk between high school English novice teachers and expert teachers in terms of authenticity,interactivity,logicality and normativity?3.What are the possible factors that affect the differences between novice teachers and expert teachers in terms of the teacher talk?The results indicate that:（1）The two types of teachers’ perception of the four aspects of teacher talk is not very full and mature,in terms of authenticity,they both ignored teacher’s questioning and feedback,and also novice teachers are not much aware of interactivity of teacher talk in classroom.But the overall cognition of expert teachers is broader and better than that of novice teachers.（2）In authenticity,both types of teachers can provide students with real content and language in class,but expert teachers are better at using authentic situations for teaching,while novice teachers are easy to ignore the practicability of language.In interactivity,expert teachers’ teacher talk are more interactive than novice teachers’.There is also higher classroom participation in their class while the atmosphere in novice teachers’ class is more monotonous and rigid since the class is always controlled by the teachers.In logicality,expert teachers are better at organizing their own teacher talk,and the coherence is stronger than novice teachers.In normativity,both types of teachers can provide students with standardized language in class,but expert teachers have fewer errors and more appropriate instruction than novice teachers.In addition,both types of teachers need to focus on presenting more native language for students.（3）The main factors that cause the differences between novice and expert teachers in teacher talk are concerned with teachers’ awareness of teacher talk use,teaching experience and relevant teaching skills training and competitions and so on.Through the comparative analysis of the teacher talk of the two types of senior high school English teachers,the following enlightenments are obtained:（1）novice teachers should consciously improve the quality and quantity of their teacher talk,polish their teaching and accumulate experiences by listening to demonstration lessons of excellent teachers,watching the award-winning teaching videos of expert teachers and attending teaching competitions;（2）Both types of teachers should focus on the authenticity and try to create situations close to life;（3）Novice teachers should encourage students to do more language output through speaking and writing,and promote the interaction between teachers and students as much as possible by various activities;（4）Novice teachers should outline teaching objectives to make teaching design more logical and more acceptable to students;（5）Expert teachers and novice teachers should make full use of various extra-curricular teaching resources to strengthen the learning of standard idiomatic English.Finally,due to the limited number of samples,experimental dimensions and the author’s own level,there are still some shortcomings in this study.It is suggested to expand the number of samples and dimensions in the future research process to improve the credibility of research results.