英语教育硕士论文开题报告.pptVIP

In 1970s,Gaies (1979) and Henzl (1979) began their studies on teacher talk which are comparatively limited to the analysis and comparison of various categories of teacher talk. Sinclair and Coulthard (1975:84) set up a mode for describing teachers and students discourse based on the hierarchical structure of discourse unit. Brock (1986) mainly studies the influence of teachers questioning types on teacher-student interaction. Long (1983), Chaudron (1988) and Nunan (1991) also do researches on teacher talk. However, they spare more efforts on teacher talk in teacher-centered second language classrooms with attention to teacher’s talking time and features of teacher talk. Pica (1987) and Anton (1999) focus more on adjustment and negotiation of discourse meaning in traditional teacher-centered classes. Long (1996) argues that negative feedback enables learners to find problems in their interlingua, gain opportunities to adjust their output and thus promote language acquisition. According to Johnson (1998: 219), when giving feedback, teachers should give priority to praise and encouragement in order to help students establish self-confidence and keep good learning attitudes. Cook (2001:163) holds that if the combination of target language and native language in second language classroom is prevented, it will severely limit the teaching effect. Tumbull (2001: 533) indicates that skillful use of native language enables students to better absorb newly learned knowledge. Zhou Xing and Zhou Yun (2002) studied on teacher talk in college English classes using student-centered teaching mode in Zhejiang University. They had deeper and more careful research into teacher talk, and they found if teachers gave students more opportunities to use target language and two-way communication, it would greatly improve students’ ability of language acquisition. Xian Xiubin and Sun Xiaoli (2007) analyze teacher talk in classroo