1、TeacherTalkdiscourseanalysisAbstract：TeacherTalk(TTforshort)referstothespeechesthattheteacherusestospeaktostudentswhentheteacherundertakesthetaskintheforeignlanguageteaching.TTcanbeprimarilydividedintotwotypes:contentlanguage(CLforshort)andmediumlanguage(MLforshort).CLreferstothelanguageofteachingta
2、sksasprescribedintextbooks.MLconsistsofexplanatorymediumlanguage(EML)andcoordinativemediumlanguage(CML)EMLreferstothelanguagetheteacherusestoperformsuchteachingtasksasparagraphingwordsorsentencesorillustratinggrammarrules.CMLreferstospeechesusedbytheteacherforgreeting,comments,taskswitching,discipli
3、neregulation,etc.WhatmeritsmyattentioninthispaperisML.TTastheessentialmediuminlanguageteachingisfirstlystudiedinthefieldofTeachingMethodology.DifferentteachingapproachescanbringaboutdifferentstylesofTT;anddifferentTTappliesdifferentteachingapproachestoteachingactivities.However,limitingtheanalysisof
4、TTinthefieldofTeachingMethodologymaynarrowtheresearchspaceofTTandcanbefairlydisadvantageousinlanguageteaching.Thispaperadoptsanopeningviewtheperspectiveofdiscourseanalysistoanalyzelinguisticformsandtheirfunctionsaswellaseffectsonlearnerslearning,anditfirstlysumsupseveralcommunicativefeaturesofTT.The
5、nintroducestheresearchescloselyrelatedtothestudyofTT,andenquirestheTTstrategiesbasingontheanalysisofthemiddleschoolsEnglishteaching.Finally,triestoofferfurtherrefectiononTT.中文题目：中学英语教学教师口语策略探讨Thekeywords:TeacherTalk;discourseanalysis;context;classroominteraction;communicativefeatures.1.IntroductionT
6、hefirstchapterservesasanintroductionwithabriefoverviewofthepreviousstudyofTeacherTalk.IthasputforwardthenewscopeofthispaperthatitwillbequitecontributivetoinvestigateTeacherTalkfromtheperspectiveofthediscourseanalysisratherthanlimitingtheresearchofTeacherTalkintheonlyfieldofForeignLanguageTeachingMet
7、hodologies.1.1.PresentResearchonTeacherTalkWiththedevelopmentofthesecondlanguageacquisition,scholarsbegintostudylanguageteachingclassroominpsychologicalandsociologicalperspectivesinordertoimprovestudentsacquisitionofasecondlanguage.Mantero(2002)studiesdiscourseinsecondlanguageclassroominapsychologic
8、alperspective.Hisstudybringsus“closertounderstandingtheroleofcognition,discourse,andliteratureinaforeignlanguageclassroom”.Thosewhostudiesinthesociologicalperspectiveareinterestedintheclassroominteraction.Christie(2002)hassaid“therehasbeenagrowinginterestinthestudyofinteractionpatternsfoundinforeign
9、languageclassroomsduringthelast20years.Thisisaresultoftherealizationthatsuccessfullanguageteachingprobablydependsmoreonthetypeofinteractionthattakesplaceintheclassroomthanontheactualteachingmethodused.”Therefore,thediscoursebetweentheteacherandstudentsbecomesthesubject.Thestructureandthenatureofclas
10、sroomdiscoursearestudiedtoshowhowtheteacherandthestudentstogethercreatechancestolearninsteadofonlyhowtheteacherteaches.Meanwhile,therearealsomicrostudiesofthediscourseinclassrooms.Barnes(1969,quotedinEllis,1994)hasstudiedoneaspectofthediscourseinitiating.Mchoul(1978,quotedinEllis,1994)hasshownthatcl
11、assroomdiscourseisoftenorganizedsothatthereisastrictallocationofturnsandwhospeakstowhomatwhattimeisfirmlycontrolled.Asaresult,thereislessturn-by-turnnegotiationandcompetition,andindividualstudentinitiativesarediscouraged.InChina,althoughoursocietyhasaconsiderabledemandofforeignlanguageteaching,andit
12、neverfunctionswellintermsofexplorationsofTeacherTalk.Therefore,researchofTeacherTalkinChinaseemquiteinadequateandmaynotmeettheactualdemandsofforeignlanguageteaching.AcaseinpointistheinvestigationmadebyYangXueyanin2003.SheexaminedtheIndextoPapersonForeignLanguageResearcheditedbyHighberEducationInstit
13、uteandcollectedthestatisticsabouttheresearchpaperspublishedbyforeignlanguageteachersinChinain1999.Table:StatisticsofPapersonForeignLanguageTeachingin1999NumberRatioForeignlanguageteaching(extensively)6324.7%Reformineducation4116%Languagelearningandacquisition4116%Teachingmethodology2811%Languageskil
14、lsandteaching259.8%Culturalfactors197.5%Multimediaandelectric-formteaching197.5%Teachingresearch93.5%Foreignlanguageclassroomsperformance52%Foreignlanguageteachers52%FromtheabovetablewemayrealizethatChineseforeignlanguageteachersdoconcernmostabouttheresearchofthesecondlanguageacquisition,teachingmet
15、hodologiesandcross-culturalcommunication,butcaretheleastaboutlanguageclassroomandlanguageteachers.Furthermore,theresearchaboutteachersinforeignlanguageteachingiscentralizedonteachersqualities,teachersrolesandrelationshipbetweenteachersandstudents(YangXueyan,2003).Eitherindomesticorforeigncountries,l
16、inguisticsandlanguageteachershaveattachedmoreimportancetoteachingmethodologiesandusuallyresorttomethodologicalapproachtoTeacherTalk(LiuRunqing,1999);andthediscoursedperspectiveofinteractiveTeacherTalkinthispaperisobviouslyunusualandneedstobeencouraged.SofromoverviewofthepresentstudyonTeacherTalk,itn
17、ecessitatesthetrendsthatTeacherTalkshouldbeinvestigatedinvariousrespects(LiuRunqing,1999).1.2DefinitionandClassificationofTeacherTalkAccordingtothelinguistsSinclairBrazilwhopublishedTeacherTalkin1982,teachertalk(TTforshort)referstothespeechesthattheteacherusestospeaktostudentswhentheteacherundertake
18、steachingtasksintheforeignlanguageteaching(SinclairBrazil,1982).TTcanbeprimarilydividedintotwotypes:contentlanguage(CLforshort)andmediumlanguage(MLforshort)(SinclairBrazil,1982).CLreferstothelanguageofteachingtasksasprescribedintextbooks.Teachersreadthemaloudintheorderofsentenceorparagraph.MLconsist
19、sofexplanatorymediumlanguage(EML)andcoordinativemediumlanguage(CML).EMLmeansthelanguagethatteachersusetoparaphrasewordsorsentencesoftexts,toillustrategrammar,andtoprovidefurtherinformationrelatingtotexts;CMLreferstospeechesusedbytheteacherforgreeting,revision,questiondelivery,comments,taskswitching,
20、disciplineregulation,homework,etc.WhatmeritsmyattentioninthispaperisML1.3.LinguisticPropertiesofTeacherTalkCalaudron(1988)investigatesandstudiesTTfromalllinguisticaspectsandhedrawsthefollowingconclusions:(1)Pronunciations:Sonorous,articulate,abitexaggerated;underlyingthevowelsandconsonantclusters,wi
21、thoutanemphasissomuchontheRP(ReceivedPronunciation)asthesocalledstandardpronunciationtypicalofthewrittenEnglish;(2)Vocabulary:Asfewaspossiblemodifierstothevocabulary,abbreviationsorcolloquialexpression,butmanybasicwordsofneutralcolorareused;(3)Syntax:Shortsentencesareusedtothelessadvancedstudentsasm
22、anyaspossibleinsteadofthecomplexonesandagreatamountofstructuresratherthantheirregular,notsomuchinthepasttenseasinthepresenttense;(4)Discourse:Thefirstpersonismostlyused,andrepetitionresortedforexplainingthingstothelessadvancedstudents;(5)Otherrespectstake60%ofaperiodofclass,andtheyarestandardized,an
23、ddemonstrative.TTseemstobelikemothertongue,which,inthesecondlanguageclassrooms,isusuallyadjusted(inpronunciation,vocabulary,syntaxanddiscourse)todifferentneedsofstudents;andstillneedstobeillustratedwithaccuracy,normsanddemonstration.1.4.FunctionandValuesofTeacherTalkForabouttwentyyears,linguistshave
24、paidmoreandmoreattentiontothefactthatinclassroomsstudentssuccessfuloutcomeislargelyrelatedtothespeechestheteacherusesandinteractionbetweentheteachersandstudents.JustasDulystates:“Teachingasecondlanguagemeanscreatingforstudentsapartoralltheirnewlanguageenvironment.Theentireresponsibilityforcreatingth
25、elanguageenvironmentfallsontheteacherwhoisteachingalanguagethatisnotusedinthecommunity”(1989).Itisobviousthatteachertalkplaysaveryimportantpartasfarasstudentsacquisitionofthesecondlanguageisconcerned.SevenWalshhasalsopointedoutthatEFTclassroomteachingisverydifferentfromotherclassroomteaching,andinEF
26、Tclassrooms,languageisnotonlytheaimoflearningbutalsotheteachingmedium.Inotherwords,bothteachersandstudentsareusingthelanguagewhiletheyareteachingandlearningthelanguage.TTcanbethelargestandmostliablesourceofstudentssecondlanguageacquisition.Consequently,thepresentationofTThasbothpositiveandpassiveeff
27、ectsonstudentsoutcome(WangYinquan,1999).TTisfunctionalandofgreatvalueasfarasalltherespectsofclassroomteachingisconcerned.BelowaredemonstrationstoshowtwoofTTsfunctions:tocreateharmoniousatmosphereandtoencouragestudents.Firstly,ateachercanimprovehisTTtocreateharmoniousatmosphereinforeignlanguageteachi
28、ng.Secondly,agoodteacherneedstomakesurethatallstudentsgetthefeelingofbeingencouragedfromhisTT“Encouraging”beingalanguagefunction;itisthebestwayforteachertousethelinguistictoolstoverballyencouragestudents,notbypointingoutthatstudentsweaknessesdonotmatter,butbyhighlightingtheirstrengths.Besidesitswort
29、handfunctioninteachingandlearning,TTservesasthemajorsourceofstudentsforeignlanguageinput,anditisofgreatsignificanceforTTtobepaidacloseandfurtherattentionto.AnotherreasonmaybethateversinceHymes(1972)raisedtheissueofcommunicativecompetence(CC)inthe1970s,ithasbeenwidelyadvocatedasthetargetofTESOLandSec
30、ondLanguageAcquisition(SLA).Muchresearchonmakingstudentsspeakappropriatelyhasbeendone,withtheoriessuchaslearner-centeredlearning,learners#39;awarenessofCC,learners#39;autonomyinclassbeingestablished2.RationalesRelevanttoTeacherTalkThefirstchapterintroducestherationaleswhicharecloselyrelatedtothestud
31、yofTeacherTalk,andtheyare:(1)ForeignLanguageTeachingMethodology;(2)Sociolinguistics;(3)AppliedLinguistics;(4)SecondLanguageAcquisition;(5)DiscourseAnalysis.InsteadofpursuingthetraditionalapproachinwhichTeacherTalkisusuallyinvolvedinthefieldofForeignLanguageTeachingMethodology,thispapertakesquiteanew
32、perspective:discoursedanalysistostudythelanguageinuseonthepartoftheteacherinforeignlanguageteaching.2.1.MethodologicalAccountanditsRelatedSubjectsItisquitecertainthatmethodologicaltheorieshaveeverbeenthebiggestsourceoflinguisticstructuresandspeechstrategiesinTT.Researchonteachingmethodologiescanserv
33、easthestartingpointtoanalyzeTT.ScholarslikeBenseler(1980),Schulz(1980),Johnson(1979),Brumfit(1979),Brown(1980),Littlewood(1981),etc.,whohavebeeninvolvedintheresearchofteachingmethodologies,havealsobeenconcernedwithmanyrespectsofTT.DifferentmethodologiescontributetodifferentconversationalstylesofTT.2
34、.1.1.ForeignLanguageTeachingMethodologyandTeacherTalkVariousteachingmethodologiesprovideteacherswithawidervarietyofteachingstrategiesandskillsratherthandetailedanalysisofteachertalkfrommodernlinguisticperspectives.ForeignLanguageTeachingMethodologycoversalltheimportantaspectsoflanguageteaching,inclu
35、dingteachingofthelanguageskills:reading,listening,speakingandwriting(Benseler&Schulz,1980).Teachingofpronunciation,grammar,andvocabularyisalsocoveredinmanyteachingmethodologicalbooks.Thepracticaldetailsoftheroleoflessonplanning,classroommanagementandlanguagetestingarealsoincludedinteachingmethodolog
36、ies.Althoughtherearesometheorieswhichareconcernedwiththepeopleinclassrooms-theteacherandthestudents,TThasnotyetbecomethefocusoftheresearchinthefieldofForeignLanguageTeachingMethodology.However,learningfromtheresearchaboutteachingmethodologiescanbebeneficialtotheanalysisofTTbecausedifferentmethodolog
37、iesneeddifferentstylesofTTandacertaintypeofTTneedstosuititscorrespondingteachingmaindevelopmentandstructureofForeignLanguagemethodology.BelowistheTeachingMethodology,whichwillbethebasisandstartingpointoftheanalysisofthispaper.A.Grammar-TranslationMethodandTeacherTalkTheGrammar-TranslationMethodisala
38、nguageteachingmethodbasedonthestudyoftextsinthetargetlanguagewhichhastobeexplainedandanalyzedandthentranslatedinmothertongue.TTcoverssentencepatternsanddrillsinsteadofrealcommunicationwithstudentsandthuslosesitscommunicativenature.ThisteachingmethodlimitsthedevelopmentofTTtoaverylargeextent.B.Functi
39、onal-NotionalApproachandTeacherTalkAsabigbreakthroughoutoftheGrammar-TranslationMethod,Functional-NotionalApproachappearstofocusonlanguagefunctions:thethingswedoinreallifeormoretechnicallyspeaking:speechactsC.HumanistTeachingApproachandTeacherTalkVariouslanguageteachingmethodsarisingin1970sconcernth
40、elearnerasawholeperson.Theyareconcernedwithtreatingalearnernotjustastudentintheclassroom,butasahumanbeingwithfeelingsandemotions.InordertoperformthisHumanistTeachingApproach,thetaskofTTishowtofreestudentsfromthefrighteningandstressfulsituationsandputthemintothesituationsinwhichstudentsfeelcompletely
41、relaxed,happyandnotworriedbyanyerrors(Brumfit,1979).Thus,TThastoputemphasisonacceptanceandencouragementwithproperconversationalstrategies.D.CommunicativeTeachingApproachandTTItisnotastrictlyprescriptivemethod,asitisunderstoodthateveryteacher,everylearner,andeveryclassisdifferent,andtheweaknessesandstrengthsofeveryoneconcernedinthelanguagelearningprocessesneedtobeconsideredandworkedon.Itisalsobasedontheviewthatthefullcommunicativecompetencecanonlybereachedifthelearnerhasadequateopportunitiestomeetthelanguageusedinitsauthenticform(Lynch,19
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