教师话语在大学双语教学中的分析研究

1  Teacher talk and bilingual teaching
This paper draws on two sets of theories. One part is related to the teacher talk. The other part is about the bilingual teaching.
1. 1 Teacher talk
Where there is teaching in school, there is teacher talk in class. Teacher talk is a term which broadly and simply refers to the language used by teacher in the classroom setting. Ellis suggests that “teacher talk is the special language the teacher uses when addressing second language learners in the classroom.” [1] Teacher use teacher talk to convey information to their students and manage their teaching in the classroom. Teacher talk is the main source for the students to obtain the knowledge of input. What the teacher says and how the teacher says is the main factor that determine the characteristic of the classroom communication.
When we talk about language input, it is necessary to make a review on Krashen’s Input Hypothesis. In Krashen’s view, acquisition takes place by means of a learner’s access to comprehensible input. The comprehension of the language input is the fundamental way for the learner’s language acquisition. The Input Hypothesis claims that receiving “comprehensible input” [1] is the only way for the learner to acquire language, that is to say, the learner can acquire language by message understanding. The language learner can understand the input that contains structures a bit beyond their current level of competence. In Krashen’s explanation, the acquisition takes place when the learner moves from i, which refers to their current level, to i+1, one step in advance of the current level. The success of second language acquisition depends mostly on the comprehensible input the learner gets during the process of language learning. The input, which is totally incomprehensible to learners, is not likely to cause learning to take place, so the study of teacher talk is important in terms of students’ comprehensible input.

1. Rates of speech appear to be slower.
2. Pauses, which may be evidence of the speaker planning more, are possibly frequent and longer.
3. Pronunciation tends to be exaggerated and simplified.
4. Vocabulary use is more basic.
5. Degree of subordination is lower.
6. More declaratives and statements being used than questions.
7. Teachers may self-repeat more frequently. [3]
As for the amount of teacher talk, researchers paid more attention to the importance of the interaction between the teacher and the students, it is considered that in the language classroom, teacher talk should not be excessive; otherwise the student can not get enough comprehensible input. In the study of teacher talk in the college English reading class, Chinese researcher Zhao Xiaohong shows that teachers’ talk occupies from 65 percent to 90 percent of the total class time. Another investigation carried out by Zhou Xing and Zhou Yun in the learner-centered college English classroom reveals that in the learner-centered classroom where the students are given more opportunity to use the target language, the amount of teacher’s explanation of the text decreases from 25% to 4% of the total teacher talk.
The teacher question has been studied for its importance. The length of time teachers wait after questioning or the types of questions teachers ask are often the focus of the research on teacher question. Moreover error correction and teacher’s feedback on learner performance are also considered to be very important in the language classroom for the teachers.
1. 2 Bilingual teaching
Although bilingual education is fashionable now in China, many people are still confused with what this new set of education is. The essence of bilingual education is still misunderstood. The interpretation of bilingual education varies from country to country and from contexts to contexts. So it is necessary to define the concept of bilingual education within the context of the present study.转贴于 酷文网-论文下载中心 http://www.coolwen.net