【導讀】改進初中英語實習教師課堂話語的行動研究

　　

【正文】 ial to the anization of classroom teaching, as well as language input. Zhengyan(20xx) did a research about ten years’ (20xx20xx)research about English TT at home. She found that in the last 10 years, there are about 44 papers about TT in the 12 kinds of important foreign language journals at home, which shows that there are not much paper about the research of English TT, and our Chinese scholars haven’t pay much attention about it. In short, though the research of TT at home develops much later than abroad, we still gain some achievement, and now more and more scholars begin to realize the importance of TT and make deeper investigation about it. Summary From the previous researches, we can find the research about TT have made some progress both at home and abroad, though it developed much later than that of western country. Moreover, from the research at home, we can find that some improvement is still needed. First of all, many of our researches are just about the An Action Research of Improving a Junior English Preservice Teacher’s Teacher Talk __________________________________________________________________________ 7 ment and summary of foreign country’s research. We should make our new research and find more novel results. Secondly, the subject is too simple. From the previous research at home, we can find that most of the subject of TT is all about inservice teachers in middle school and in university, only few of them involve in student teachers. As is known to all, student teacher is a very crucial power in teaching. But they have just entered the society and begin the career of teaching, so they lack experience. Therefore, doing research on the TT of student teachers can give some suggestions on teaching for student teachers and make preparation for their teaching career. Last but not least, from the previous researches, the author finds that none of the researches at home are about the student teachers themselves. Discovering this research gap, the author decides to make a research of TT based on hers, and try to find some ways to improve her own TT. Comprehensible Input Hypothesis Krashen(1981,1985) figured out five hypothesis of language acquisition: Language acquisitionlearning hypothesis, monitor hypothesis, the natural order hypothesis, language input hypothesis and Affective Filter Hypothesis. Among them, language input hypothesis is the core for language acquisition. The Input Hypothesis states that learners progress in their knowledge of the language when they prehend language input that is slightly more advanced than their current level． Krashen called this level of input “i+1”． Where “i” is the language input and “+1” is the next stage of language acquisition． The AcquisitionLearning Hypothesis claims that there is a strict separation between acquisition and learning； Krashen saw acquisition as a purely subconscious process and learning as a conscious process and claimed that impro vement in language ability was only dependent upon acquisition and never on learning． The Monitor Hypothesis states that consciously learned language can only be used to monitor language output； it can never be the source of spontaneous speech． The Natural Order Hypothesis states that language is acquired in a particular order and that this order does not change between learners， and is not affected by explicit instruction The Affective Filter Hypothesis states that learners’ ability to acquire language is constrained if they are experiencing negative emotions such as fear or embarrassment． At such times the affective filter is said to be “up”. The Input Hypothesis has been applied in language teaching pervasively. It has been found out that, at the beginning level of learning a language， class time is filled with prehensible oral input。 and it is suggested teachers modify their speech SO An Action Research of Improving a Junior English Preservice Teacher’s Teacher Talk __________________________________________________________________________ 8 that it is prehensible. However, demands for speaking (output) are low， for students are not forced to speak until ready. Moreover, at the intermediate level, sheltered subject— matter teaching that uses modified academic texts are taken to provide prehensible input. The Comprehensible Output Hypothesis The lack of evidence that prehensible input produces higher quality learner output has led to the“ Output Hypothesis” , which developed by Merrill Swain(1985). The Comprehensible Output(CO)Hypothesis states that learning takes place when encountering a gap in the second language acquisition． Learners are stretched in their production in order to make themselves understood and push learners to produce prehensible as well as grammatically accurate output. Swain(1995)defined three functions for prehensive output: 1. Noticing function： Learners encounter gaps between what they want to say and what they are able to say so they notice what they do not know or only know partially in this language． 2. Hypothesis— testing function： When learners say something there is always a hypothesis underlying . about grammar． By uttering something， the learners test this hypothesis and receive feedback from an interlocutor． This feedback enables them， if necessary， to reprocess their hypothesis. 3. Meta— linguistic function： Learners reflect about the language they learn and hereby the output enables them to control and internalize linguistic knowledge． The Interactive Hypothesis The Interactive Hypothesis proposed by Micheal Long is a theory of secondlanguage acquisition which states that the development of language proficiency is promoted by face to face interaction and munication． Similarly to Krashen’s Input Hypothesis， the Interactive Hypothesis claims that prehens