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1、论文题目AstudyonthedifferentpatternsofteacherfeedbackusedinhighschoolEnglishclassroom一、立论依据第14页共14页研究生院培养处制表（选题的研究意义、国内外研究现状分析）1.1SignificanceoftheresearchtopicWiththedevelopmentoflanguageteachingandlearning,teachertalk,asanessentialpartinlanguageteaching,playsanimportantro
2、leinpromotingstudentslearningproficiencyandleadingtotheimprovementoflearningoutcome,andasaresulthasattractedmoreandmoreconcern.InChina,EnglishlearnershavelessopportunitiestolearnEnglishinanaturallanguageenvironment,andmostofthemlearnEnglishbywayofclassroomteaching.Asare
3、sult,forstudents,teachertalkbecomesanimportantsourceoflanguageinput.ResearchesandstudiesshowedthatinanEnglishclassroom,teachertalkmakesup70%to80%ofthetime(Nunan,1991;Zhao,1998).Nunantalkedabouttheimportanceofteachertalk,“teachertalkisofcrucialimportance,notonlyfortheorg
4、anizationoftheclassroom,butalsofortheprocessofL2acquisition.Itisimportantfortheorganizationandmanagementoftheclassroombecauseitidthroughspeechthatteacherseithersucceedorfailtoimplementtheirteachingplans.Intermsofacquisition,teachertalkisimportantbecauseitisprobablythema
5、jorsourceofcomprehensibletargetoflanguageinputthelearnerislikelytoreceive”.Chaudron’sresearchalsoindicatedthatteachertalk,onthewhole,accountedfor2/3oftheclasstime(1988).Althoughrecentlywehavebeenadvocatingtheideaofchangingthetraditionalteacher-centeredteachingmodetostud
6、ent-centered,thefunctionofteachertalkstillcannotbeignored.Fromthe1970s,secondlanguageteachingresearchershaveconcernedmoreandmoreaboutdiscourseandclassroomconversation.Inthelate1980s,manyscholarsstartedtoshiftthefocusofresearchtoteachertalkinclassroom,andfoundthateventhe
7、sameteachingmethodcouldleadtobigdifferenceonteachingeffect,asthelanguageteachersusedintheclassroomwasdifferent.AsHakansson(1986)putitintheQuantitativeStudiesofTeacherTalk,thequantityandqualityofteachertalkinclassroomplayanimportantevendecisiveroleintheteaching.Teacherta
8、lkismainlymadeupoffourparts,whichareteachertalkofclassroommanagement,explaining,askingquestionsandteachertalka
