A Case Study of the Characteristics of Teacher Talk in the Classroom Interaction
|School||Harbin Institute of Technology|
|Course||Foreign Linguistics and Applied Linguistics|
|Keywords||teacher talk teacher’s questions interactional modifications teacher’s feedbacks|
Teacher talk is the speech that teachers use to organize and manage the classroom. It is not only a means for teachers to organize the classroom but also the major source of comprehensible target language input in the process of L2 acquisition. Therefore, it is of crucial importance in language teaching.The research analyzes the characteristics of teacher talk in the classroom interaction by conducting a case study of teacher talk in college English classroom.The study adopts the methods of audio-taping and classroom observation so as to make a systematic analysis and classification of the three features of teacher talk in the classroom interaction: teacher’s questions, interactional modifications, and teacher’s feedback. What the author did first was to record the natural classroom process with MP3 and transcribed them into word files.The research finds that the factors leading to the one-eay classroom communication mainly lie in that, in teacher’s questions, the teacher employs more display questions than referential questions; in interactional modifications, in the process of negotiation of meaning, the teacher mainly uses comprehension check as the way of modification; in feedback, the teacher applies more simple feedback than feedback with a comment and feedback with a follow-up question.The research indicates that in classroom teaching, the teacher should exerts the functions of the characteristics of teacher talk in the classroom interaction to stimulate the students to produce more and effective comprehensible output.Thereby, the research is instructive in classroom teaching and learning, and it contributes to the realization of two-way classroom communication.