【正文】 k is a special municative activity and a kind of municationbased or interactionbased talk which has its own specific genre and features. Feature of Teacher Talk Walsh (20xx) considered TT has four features: (1) the paradigm of controlling munication (the content and means and so forth of the munication in the class)。 4）適當(dāng)?shù)慕處煼答佊欣诩顚W(xué)生學(xué)習(xí)，從而提高學(xué)生興趣。 本研究得出的結(jié)論是： 1）任務(wù)型教學(xué)法有利于提高教師話語，同時(shí)為學(xué)生提高真實(shí)的語境和與學(xué)生更好的互動交流。英語教育專業(yè)的實(shí)習(xí)生是特殊的英語使用者群體，既是高級階段的英語學(xué)習(xí)者，又是新手英語教師。 SCHOOL OF FOREIGN STUDIES SOUTH CHINA NORMAL UNIVERSITY An Action Research of Improving a Junior English Preservice Teacher’s Teacher Talk 改進(jìn)初中英語實(shí)習(xí)教師課堂話語的行動研究 by He Guijing 20xx020xx39 A senior thesis submitted to School of Foreign Studies, South China Normal University in partial fulfillment of the requirements for the degree of Bachelor of Arts MARCH, 20xx Declaration of Authorship I declare that this senior thesis is my own original work. I have already read the SCNU’s policy on plagiarism. No part of this senior thesis has been or is being concurrently submitted for any other qualification at any other university. I certify that the data collected for this senior thesis is authentic. I fully understand that falsification of data will result in the failure of the thesis. Name: __________________ Signature: __________________ Date: __________________ An Action Research of Improving a Junior English Preservice Teacher’s Teacher Talk __________________________________________________________________________ I ABSTRACT Teacher talk (TT for short) is not only a tool for teachers to conduct teaching plan, but also a significant source for students’ language input. Therefore, teacher talk plays a crucial part in anizing classroom teaching and the process of language acquisition of learners. The targets for most of the researches that have been conducted on teacher talk are all about inservice English teachers, but little about preservice teachers. It is universally acknowledged that the preservice teachers in normal universities are not senior learners of English, but also new teachers who lack teaching experience. Therefore, the research of teacher talk on student teacher embodies great significance. Guided by the Input Hypothesis, Output Hypothesis, Interactive Hypothesis, the present study is conducted to analyze the TT based on the author herself During four months of action research, a series of methods, like questionnaires, interview and interpreting the teacher talk and so on, are used. This thesis has great significance both in improving the teacher talk of the author herself and making preparation for the later teaching. The result shows that 1) TaskBased Language Teaching is useful in English class teaching, which enable to incite students to take part in the classroom activities. 2) Instructional words, as one of the vital parts of TT, play an important part in connecting the exchanges in the teaching steps. By using instructional words, teacher can clearly illustrate the rules of some tasks, so students can finish those tasks without difficulty. 3) It is very important for teachers to interact with students, but not just talk to them. Therefore, it is very essential for teachers to train the way of questioning, and the questions or instruction that teachers give to students should be clear and straight to the point. 4) As a crucial part of teacher talk, appropriate teacher feedback can help students master the target language. By using the appropriate teacher feedback, teachers can stimulate students’ motivation on study. 5) The improvement of teacher talk can have positive result on the students’ scores. The present study is only a tentative one and there are still some limitations. Some other proposals are needed to put forward so as to trigger more valuable contributions in this field． Key words: teacher talk。以往的教師課堂話語研究大都是針對在職英語老師的課堂話語，很少涉及高校英語教育專業(yè)實(shí)習(xí)生的課堂話語。本研究以本人為研究對象，以 Krashen 的輸入假設(shè)、 Swain 的輸出假設(shè)和 Long 的交互假設(shè)為理論依據(jù)，通過問卷調(diào)查、訪談和課堂錄音轉(zhuǎn)錄等研究方法，進(jìn)行為期四個(gè)月的教師話語特征的行動研究，探討自己作為實(shí)習(xí)教師的課堂話語特征，從而改善自己的教師話語，為今后的教學(xué)做準(zhǔn)備。 3）在使用教師話語中，教師應(yīng)該多跟學(xué)生互動，而不是自己講，要給學(xué)生足夠的時(shí)間表達(dá)自己的想法或觀點(diǎn)。 關(guān)鍵詞 ：教師課堂話語；行動研究；程曉堂教師話語分析四原則 An Action Research of Improving a Junior English Preservice Teacher’s Teacher Talk __________________________________________________________________________ III Table of Contents ABSTRACT......................................................................................................................I 中文摘要 ......................................................................................................................... II Chapter One Introduction ................................................................................................ 1 Research Background .......................................................................................... 1 Purpose and Significance of the Research.............................................................. 1 Organization of the Thesis .................................................................................... 2 Chapter Two Literature Review ........................................................................................ 3 Teacher Talk ........................................................................................................ 3 Studies on TT Abroad........................................................................................... 5 Studies on TT At Home ........................................................................................ 5 Summary............................................................................................................. 6 Comprehensible Input Hypot