【正文】 ......................................................... 5 Summary............................................................................................................. 6 Comprehensible Input Hypothesis ........................................................................ 7 The Comprehensible Output Hypothesis ............................................................... 8 The Interactive Hypothesis ................................................................................... 8 Summary............................................................................................................. 9 Chapter Three Research Design .......................................................................................10 Action Research ..................................................................................................10 Participants ........................................................................................................10 Procedures..........................................................................................................10 Chapter Four Implementation and Data Analysis .............................................................12 Putting Forward of Problem................................................................................12 Implementation and Data Analysis.......................................................................13 Chapter Five Result and Discussion .................................................................................20 Measures That Are Carried Out to Improve TT ...................................................20 Practice Makes Perfect ........................................................................................20 Motivation ..........................................................................................................21 Chapter Six Conclusion ...................................................................................................22 Major Findings ...................................................................................................22 Limitations of the Study and Future Direction of the Topic ...................................23 Appendix I ......................................................................................................................24 Appendix II ....................................................................................................................27 References ......................................................................................................................29 ACKNOWLEDGEMENT ...............................................................................................31 An Action Research of Improving a Junior English Preservice Teacher’s Teacher Talk __________________________________________________________________________ 1 Chapter One Introduction Research Background English curriculum standard for pulsory education showed that, English, as the one of the widely spoken language around the world, has been a very important tool for international connection and munication of technology and culture (The ministry of education, 20xx). Meanwhile, opening English course in the stage of pulsory education has a great significance to the future development of teenagers. As the main tool for students to learn English, English class plays an important part in students’ English learning. They spend most of time learning English in class. Therefore, we cast a great demand for teachers’ teaching, as well as teacher talk, as it is the main way for teachers to impart his knowledge to students. In English class, English is not only the target language that students have to learn, but also as a crucial tool in teacher’s teaching, thus teacher talk in the limited time of junior English teaching is very important for learner’s English learning. Teacher controls what goes on in the classrooms primarily through their use of language. Using language properly in teaching, for example, being authentic, interactive, logic and normative in teacher talk can attract and influence students, making the class atmosphere bee very active and improve the learning interest of students. At the same time, if teachers use target language to provide language input, they can foster their students the ability of using language. The study on teacher talk boomed in western countries in the 1980s, while in China, the related research began relatively late, which is from about 1998. Purpose and Significance of the Research Why should the author conduct a research on teacher talk of hers? First of all, when the author had her internship at Changxin middle school in Guangzhou, she found that she had difficulty in making herself understood. She tried hard to use English to explain for students, but she found that student didn’t really understand what she said. This situation confuses her, so she wants to find out the rea son why students can’t understand her and how she can improve her teacher talk. Secondly, student teachers are new resources who are going to teach their students. They are not experienced enough in teaching. They may have some trouble in their teacher talk, for example, their authenticity, interaction, logic and normalization are not good enough pared to those qualified teacher. Therefore, if they can improve their teacher talk, they can make preparation for their career. Last but not least, in the researches about teacher talk that have been conducted, most of the researchers’ target are inservice An Action Research of Improving a Junior English Preservice Teacher’s Teacher Talk __________________________________________________________________________ 2 teachers, only few of them focus on preservice teachers, and none of the preservice teachers t