英语教育硕士论文开题报告

1、AnalysisofTeacherTalkinEnglish Classes atseniorhighschool Group members: Chai Bin, Zhang Tingting, He Moujuan, Jing Xiaoli, Wang Jing1Introduction2Literature review3Theoretical framework4Research design5Outline1. Introduction1.1 Significance of the study An in-depth study on teacher talk like the pr

2、esent one may enable teachers themselves to better understand about the current situation and existing problems of English teacher talk. It will activate teachers to use language creatively for teaching and learning and to promote adjustment and standardization of teacher talk. It also helps teacher

3、s enhance their professional language consciousness, realize high-efficiency teacher-student interaction and improve classroom teaching efficiency.1.2 Purpose of the study (1) To help teachers get a better understanding of the roles and functions of teacher talk in English classroom (2) To help teac

4、hers make efficient use of teacher talk to promote classroom language teaching.2. Literature review2.1 Definition of Teacher Talk Nunan (1991:164) points out that teacher talk is a crucial part to the organization of classroom teaching and students language acquisition because not only the organizat

5、ion and instruction of teacher talk can help teaching content achieve ideal teaching effects, but also teacher talk itself works as an important input of the target language for students. In Cooks (2000:167) opinion, teacher talk is a tool to control classroom teaching and organize the content of ta

6、rget language that will be taught in language classes; therefore, it is very different from the teacher talk used in other subjects. Zhou Xing and Zhou Yun (2002) also think that teacher talk refers to the language that teachers use in class, a tool for teachers to organize classroom teaching and th

7、e primary source of students input of target language.2.2 Related studies abroad 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

8、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

9、, they spare more efforts on teacher talk in teacher-centered second language classrooms with attention to teachers 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 (199

10、6) 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

11、 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

12、language enables students to better absorb newly learned knowledge.2.3 Related studies at home Zhao Xiaohong is the first person that starts empirical study on teacher talk in China. In 1998, she published an article entitled An Investigation and Analysis of English Teacher Talk in Reading Class of

13、University in Foreign Language World, in which she spent nearly one month investigating quantity and quality of teacher talk in college English classes through classroom recordings and interviews. The result is rather disappointing; teacher talk takes up 60% to 90% of the 45-minute class, and it is

14、difficult to meet the need of students comprehensible input. 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 stud

15、ents 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 classroom video recordings of six excellent college English teachers from Shandong province and reach

16、 a conclusion that different characteristics exist in excellent teachers classroom talk via data analysis in teacher talking time, teachers questioning, interaction modification, teacher feedback and IRF (initiation- response- feedback) discourse chains. Xian Xiubin and Sun Xiaoli (2007) further poi

17、nt out that it is teachers pedagogical belief instead of textbook that decides the features of teacher talk and that the teacher talk in student-centered classes is not the same as natural conversations. Wang Meilin and Zhang Qiaoyi (2013) discuss teacher talk from teachers greetings, instructions a

18、nd questioning based on Speech Act Theory, through which they propose teachers speech act should be in consistent with teaching content and suitable for students physiological and psychological features.3. Theoretical frameworkKrashens Input HypothesisLongs Interaction Hypothesis Swains Output Hypot

19、hesis4. Research design4.1 Research questions1. How much amount of time do the four subcategories of teacher talk respectively occupy, and what are their frequencies?2. What are the students responses to teacher talk, including their evaluations and expectations?3. What are the main functions of tea

20、cher talk distributed in English language teaching? And what are their effects respectively？4.2 Subjects Five English teachers and their students ( 60 in each class) in senior middle school4.3 InstrumentsQuestionnaires, classroom observation and audio recordings.4.4 Procedures Design the questionnai

21、res Observe the five teachers teaching while making audio recordings for further analysis Give out questionnaires separately to students and teachers. Analyze the data from students and teachers questionnaires by the SPSS Analyze the five audio recordings by EXCEL. 4.5 Results and discussion 5. Conc

22、lusion References Anton, K. (1999). The Effect of College Student Constructed Questions on the Comprehension of Expository Prose. University of Minnesota.Brock, C. A. (1986). The Effects of Referential Questions on ESL Classroom Discourse, TESOL Quarterly, 20, 47-85.Cook, V. (2000). Second Language

23、Learning and Language Teaching. Beijing: Foreign Language Teaching and Research Press.Gaies, S. (1979). Linguistics Input in First and Second Language Learning. Studies in First and Second Language Acquisition. Rwoley Mass: Newbury House.Long, M. H., & Sato, C. J. (1983). Classroom Foreign Talk

24、Discourse: Forms and Functions of Teachers Questions. In Slinger, H. W. & Long, M. Ed. Classroom Oriented Research in SLA. Rowley Mass: Newbury House.Henzl, V. (1979). Foreigner Talk in the Classroom. International Review of Applied Linguistics, 17, 159-165.Johnson, K., & Johnson, H. (1998).

25、 Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching. Oxford: Blackwell Publishers Ltd.Long, M. H. (1983). Native Speaker/ Normative Speaker Conversation and the Negotiation of Comprehensible Input. Applied Linguistics, 2, 126-141.Long, M. H. (1996). The Role of the Linguistic Environment in Second Language Acquisition. In W. C. Ritchie& Bhatia (Ed.), Handbook of Language A