【正文】 to help language input of students and anize class activities)。本研究以本人為研究對(duì)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(dòng)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。 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(dòng)交流。(3)logicality(have logic in presenting and explain language point。 (2)interaction(for the purpose of improving the degree of participation in class and the construction of knowledge。 本人在實(shí)習(xí)期間擔(dān)任廣州市長(zhǎng)興中學(xué)的代課老師，代課時(shí)間為四個(gè)月。 2）指令語作為教師用語非常重要的部分，是教學(xué)流程中聯(lián)系師生交流的紐帶。 coherence and cohesion in every section of teaching )。 it depends on teacher’s professional skills, the ability of mastering the language and the understanding of the TT. Cheng Xiaotang(20xx) divided TT into four aspects:(1) authenticity(real use of language, scene and munication)。因此，研究英語實(shí)習(xí)教師的課堂話語具有重要意義。通過教師指令語的正確使用，教師可以準(zhǔn)確無誤的傳達(dá)活動(dòng)指令。(4)normalization.(the English teacher used should be accurate and clear, and to be understood by students) In this thesis, the author mainly uses the feature of Cheng Xiaotang as the bases of her research. Function of TT Nunan (1991) stated that “TT is quiet important for the anization of class teaching and students’ language acquisition. That is not just because that the teaching content can only reach a ideal teaching effect through perfect anization of and impartment, but because the TT itself play a model part of target language, which is an essential ways for students’ language input.” Lu Yanfen(20xx) had a discussion about the function of TT. Her opinions are as following: (1) Teaching. In foreign language teaching, language is not only for the purpose of learning, but a tool for teaching, while the first important tool is imparting knowledge. TT is the carrier of knowledge. (2) Demonstration. Teachers’ dominant teaching language will produce a recessive impact on students. Such subtle influence is the main basis for students to imitate. (3) Questioning. On one hand, teacher can use questioning to interact and municate with students. On the other hand, through questioning, teacher checks students understanding and maintain their attention. (4) Interaction. TT builds a bridge of interaction and munication between teacher and student. (5) Feedback. Teacher can make a feedback for the performance of students. It can be positive and negative, but positive feedback can better improve the behavior of An Action Research of Improving a Junior English Preservice Teacher’s Teacher Talk __________________________________________________________________________ 5 learners. Studies on TT Abroad It has been nearly half of the century since the American structuralist Zellig Harris brought up the literary term Discourse Analysis (Huang Guowen, 20xx). Since then, a multitude of scholars set up to do research about TT. In 1970s, many famous experts, like Sinclair amp。( 2) Acceptability and prehensibility. It is suggested that teacher adjusts his own language according to the level of students, so as to help An Action Research of Improving a Junior English Preservice Teacher’s Teacher Talk __________________________________________________________________________ 4 students understand and accept. (3) Repetitiveness. The repetition of TT is to arouse students’ attention to some important points and difficult points. (4) Teacher’s characteristics. Different teachers have different TT because of their characteristics。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(jí)階段的英語學(xué)習(xí)者，又是新手英語教師。 3）在使用教師話語中，教師應(yīng)該多跟學(xué)生互動(dòng)，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)。 Coulthard (1975), Gaies (1979), Henzel(1979) began to make profound research on TT(Tang Yangyu amp。 (4) adjustment (teachers adjust the ways of speaking to students in terms of his own situation). Zhang Zhengju and Li Shufen(1996) classified TT in another point of view. They thought that the features of TT are as following :( 1) TT has a double function of teaching and demonstrating 。以往的教師課堂話語研究大都是針對(duì)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。 4）適當(dāng)?shù)慕處煼答佊欣诩?lì)學(xué)生學(xué)習(xí)，從而提高學(xué)生興趣。 Liu Shaozhong, 20xx). In 1975, Sinclair and coulthard do deeper research and classification of TT in terms of its instruction, reaction and feedback, and they renew and brought up the threeways format of IRF, which engendered great impact at that time. (Yan Guidong, 20xx). In a word, the class they focus on is still the teacheroriented class. When it es to 1980s, the studies on teacher talk have entered into a booming period. With the development of the study on language acquisition, researchers make a deep and painstaking microanalysis on teacher talk through which teachers and students could better create learning opportunity together. Clyne(1981), Freed(1980,1981), Chaudron and other scholars had great interest on the modification of TT. They focused on the speed modification and rhythm modification (including its tone, pronunciation, stress and stop) (Zhao Changyou, 20xx). When pared the TT of second language acquisition class with that of other language context, the speed of TT in the second language learning classroom is slower. Since 1980, more and more scholars have started to study teacher talk from the perspective of semantics and pragmatics. Some studies pay attention to the expressing effect of teaching language while some lay emphasis on the background of using teaching language. The analysis of TT is not to observe every classroom action of teachers’, but to take the interaction between teacher and student as a whole, and lay emphasis on analyzing the nature and structure of TT (Ellis, 1990). To sum up, after reviewing the research on TT abroad, conclusion can be drawn that since 1950s, teacher talk has gradually became a new field with which researchers are much more concerned, many scholars began to conduct research on TT and the study on TT have entered into a booming period since 1980s. Stud