文摘
英文文摘
1INTRODUCTION
2ANALYSIS OF IMPROPER TEACHER TALK AND ITS CAUSES
2.1Beliefs about teacher talking time and student talking time
2.2Questionnaire
2.3Interview
2.4Classroom observation
2.4.1Quantitative analysis
2.4.2Qualitative analysis
2.4.3The rates of teacher talk
2.4.4Questioning strategies
Summary
Conclusion
3THE RATIONALE OF TEACHER TALK
3.1The in put and interaction hypotheses
3.2The relationship between input,interaction and comprehension
3.2.1Modified input
3.2.2Interactionally modified input
3.2.3Effects of input and interactional modificati ons on learners'comprehension
3.3Teacher talk,comprehension and second language acquisition
3.3.1Teacher talk
3.3.2Teacher talk and comprehension
3.4Comprehension and acquisition
3.5Modified output
Conclusion
4STRATEGIES FO R IMPROVING TEACHER TALK IN THE LANGUAGE CLASSROOM
4.1Improving EFL teacher qualifications
4.1.1The rote of language teachers
4.1.2Qualifications of nonnative English-speaking teachers
4.2Learning teacher talk
4.2.1Teacher talking timevs.students talking time
4.2.2Teaching English through phonological modification
4.2.3Teaching vocabulary in a modified way
4.2.4The language level of teacher talk in the classroom
4.3Askingproper questions
4.3.1Types of questions
4.3.2Proper distributions of different types of questions
4.3.3Asking questions involving student participation
4.4Create interactive talk in the languagec lassroom
4.4.1Interactive patterns in language classrooms
4.4.2Improving teacher-student interaction in the EFL classroom
Conclusion
5CONCLUSION
REFERERENCES
