英语教育硕士论文开题报告

AnalysisofTeacherTalkinEnglishClassesatseniorhighschoolGroupmembers:ChaiBin,ZhangTingting,HeMoujuan,JingXiaoli,WangJing1Introduction2Literaturereview3Theoreticalframework4Researchdesign5ConclusionReferencesAppendixOutline1.Introduction1.1SignificanceofthestudyAnin-depthstudyonteachertalklikethepresentonemayenableteachersthemselvestobetterunderstandaboutthecurrentsituationandexistingproblemsofEnglishteachertalk.Itwillactivateteacherstouselanguagecreativelyforteachingandlearningandtopromoteadjustmentandstandardizationofteachertalk.Italsohelpsteachersenhancetheirprofessionallanguageconsciousness,realizehigh-efficiencyteacher-studentinteractionandimproveclassroomteachingefficiency.1.2Purposeofthestudy(1)TohelpteachersgetabetterunderstandingoftherolesandfunctionsofteachertalkinEnglishclassroom(2)Tohelpteachersmakeefficientuseofteachertalktopromoteclassroomlanguageteaching.2.Literaturereview2.1DefinitionofTeacherTalkNunan(1991:164)pointsoutthatteachertalkisacrucialparttotheorganizationofclassroomteachingandstudents’languageacquisitionbecausenotonlytheorganizationandinstructionofteachertalkcanhelpteachingcontentachieveidealteachingeffects,butalsoteachertalkitselfworksasanimportantinputofthetargetlanguageforstudents.InCook’s(2000:167)opinion,teachertalkisatooltocontrolclassroomteachingandorganizethecontentoftargetlanguagethatwillbetaughtinlanguageclasses;therefore,itisverydifferentfromtheteachertalkusedinothersubjects.ZhouXingandZhouYun(2002)alsothinkthatteachertalkreferstothelanguagethatteachersuseinclass,atoolforteacherstoorganizeclassroomteachingandtheprimarysourceofstudents’inputoftargetlanguage.2.2Relatedstudiesabroad•In1970s,Gaies(1979)andHenzl(1979)begantheirstudiesonteachertalkwhicharecomparativelylimitedtotheanalysisandcomparisonofvariouscategoriesofteachertalk.•SinclairandCoulthard(1975:84)setupamodefordescribingteacher'sandstudent'sdiscoursebasedonthehierarchicalstructureofdiscourseunit.•Brock(1986)mainlystudiestheinfluenceofteacher'squestioningtypesonteacher-studentinteraction.•Long(1983),Chaudron(1988)andNunan(1991)alsodoresearchesonteachertalk.However,theysparemoreeffortsonteachertalkinteacher-centeredsecondlanguageclassroomswithattentiontoteacher’stalkingtimeandfeaturesofteachertalk.•Pica(1987)andAnton(1999)focusmoreonadjustmentandnegotiationofdiscoursemeaningintraditionalteacher-centeredclasses.•Long(1996)arguesthatnegativefeedbackenableslearnerstofindproblemsintheirinterlingua,gainopportunitiestoadjusttheiroutputandthuspromotelanguageacquisition.•AccordingtoJohnson(1998:219),whengivingfeedback,teachersshouldgiveprioritytopraiseandencouragementinordertohelpstudentsestablishself-confidenceandkeepgoodlearningattitudes.•Cook(2001:163)holdsthatifthecombinationoftargetlanguageandnativelanguageinsecondlanguageclassroomisprevented,itwillseverelylimittheteachingeffect.•Tumbull(2001:533)indicatesthatskillfuluseofnativelanguageenablesstudentstobetterabsorbnewlylearnedknowledge.2.3RelatedstudiesathomeZhaoXiaohongisthefirstpersonthatstartsempiricalstudyonteachertalkinChina.In1998,shepublishedanarticleentitledAnInvestigationandAnalysisofEnglishTeacherTalkinReadingClassofUniversityinForeignLanguageWorld,inwhichshespentnearlyonemonthinvestigatingquantityandqualityofteachertalkincollegeEnglishclassesthroughclassroomrecordingsandinterviews.Theresultisratherdisappointing;teachertalktakesup60%to90%ofthe45-minuteclass,anditisdifficulttomeettheneedofstudents’comprehensibleinput.•ZhouXingandZhouYun(2002)studiedonteachertalkincollegeEnglishclassesusingstudent-centeredteachingmodeinZhejiangUniversity.Theyhaddeeperandmorecarefulresearchintoteachertalk,andtheyfoundifteachersgavestudentsmoreopportunitiestousetargetlanguageandtwo-waycommunication,itwouldgreatlyimprovestudents’abilityoflanguageacquisition.•XianXiubinandSunXiaoli(2007)analyzeteachertalkinclassroomvideorecordingsofsixexcellentcollegeEnglishteachersfromShandongprovinceandreachaconclusionthatdifferentcharacteristicsexistinexcellentteachers’classroomtalkviadataanalysisinteachertalkingtime,teacher’squestioning,interactionmodification,teacherfeedbackandIRF(initiation-response-feedback)discoursechains.•XianXiubinandSunXiaoli(2007)furtherpointoutthatitisteacher’spedagogicalbeliefinsteadoftextbookthatdecidesthefeaturesofteachertalkandthattheteachertalkinstudent-centeredclassesisnotthesameasnaturalconversations.•WangMeilinandZhangQiaoyi(2013)discussteachertalkfromteacher’sgreetings,instructionsandquestioningbasedonSpeechActTheory,throughwhichtheyproposeteacher'sspeechactshouldbeinconsistentwithteachingcontentandsuitableforstudents’physiologicalandpsychologicalfeatures.3.TheoreticalframeworkKrashen’sInputHypothesisLong’sInteractionHypothesisSwain’sOutputHypothesis4.Researchdesign4.1Researchquestions1.Howmuchamountoftimedothefoursubcategoriesofteachertalkrespectivelyoccupy,andwhataretheirfrequencies?2.Whatarethestudents’responsestoteachertalk,includingtheirevaluationsandexpectations?3.WhatarethemainfunctionsofteachertalkdistributedinEnglishlanguageteaching?Andwhataretheiref