文摘
英文文摘
声明
Chapter One Introduction
1.1 Definition of Teacher Talk
1.2 Need for the study
1.3 Research objectives
1.4 Layout of the paper
Chapter Two Literature Review
2.1 Theoretical background
2.1.1 Teacher Talk views
2.1.2 Input and ELT Learning
2.1.3 Krashen's input theory
2.2 Empirical studies
2.3 Aspect of TT
2.3.1 Exchange
2.3.2 Turn-taking
2.3.3 Classroom questions
2.3.4 Follow-up move
2.3.5 Repetition
2.3.6 Use of mother tongue
Chapter Three Research Methodology
3.1 Research methods
3.2 The survey study
3.2.1 Instrumental setting
3.2.2 Participants
3.2.3 Data collection
3.3 The case study
3.3.1 Instrumental setting
3.3.2 Participants
3.3.3.Data eollection
Chapter Four Results and Discussion
4.1 Results of the survey study and the case study
4.1.1 Results of the survey study
4.1.2 Results of the case study
4.2 Discussion of the survey study and the case study
4.2.1 The problems of teacher talk in Vocational College English Classroom
4.2.2 The reasons for the problems
Chapter Five Implication to Teacher Talk for Vocational College English Classroom
5.1 Teacher-directed instruction
5.2 Teachers’awareness of the importance of TT
5.3 TT skills
5.3.1 Teacher talk time
5.3.2 Focusing on the teaching program
5.3.3 Making effective and comprehensive input
5.3.4 Using standard language
5.3.5 Choosing proper words in class
5.3.6 Using proper repetition in class
5.3.7 Choosing English or Chinese as teacher talk at proper time
5.3.8 Balancing teacher talk time and student talk time
5.3.9 Treating questions skillfully
Chapter Six Conclusion
6.1 Major findings
6.2 Limitations and Suggestions for further study
Referenees
Appendix
Acknowledgement
