中文摘要：教师话语是教师在课堂组织与教学上所用到的语言。在英语课堂上，教师话语通常是教学内容以及教学目标，也可以这么说，英语教师话语的质量直接关系到这节课的效果以及语言学习者对目的语的学习达到什么程度。特别是对小学阶段来说，教师话语不仅对课堂控制来说至关重要，而且对学生来说也是最大的语言输入来源之一。因此,小学英语教师的教师话语必须规范﹑有逻辑性,让学生可理解、可模仿，否则难以让课堂教学效果的最大化,且降低学习者语言习得的有效性。所以小学英语教学中教师话语也慢慢受到了研究者的关注。

    本论文将对相关教师话语概念和教师话语的特征进行研究和分析，并选取国内6名来自各省教师的公开课中教师话语为主要研究对象，采用文献研究法和案例分析法等研究方法，探究小学英语教师在教学中使用教师话语是否符合真实性，互动性，逻辑性，规范性，可模仿性和可理解性，发现小学英语教学中教师话语存在的问题和分析其原因，从而提出可行、有效的解决策略，为规范小学英语教师话语以及提高教师话语质量出一份力。

关键词：小学英语教学; 教师话语; 特征; 解决策略

Contents

Acknowledgments

Abstract

中文摘要

1. Introduction-1

1.1 Research Background-1

1.2 Research Purpose-1

1.3 Research Significance-2

1.4 Structure of the Thesis-2

2. Literature Review-4

2.1 The Definition and Importance of Teacher Talk-4

2.1.1 Definition of English teacher talk in primary school English teaching-4

2.1.2 The importance of primary school English teacher talk-4

2.1.3 The features of teacher talk in primary school English teaching-4

2.2 Theoretical Foundation of Teacher Talk-6

2.2.1 The input hypothesis-6

2.2.2 Interactive hypothesis-6

2.2.3 Output hypothesis-6

2.3 Study of Teacher Talk in Primary School English Teaching at Home and Abroad….-7

2.4 The Development Trend of English Teacher Talk in Primary School-7

2.5 Research Questions-8

3. Analysis on Teacher Talk in Primary School English Teaching-10

3.1 Participants-10

3.2 Background Information of the Cases-10

3.3 Research Methods-10

3.3.1 Literature research-10

3.3.2 Case study-11

3.4 Analysis of Teacher Talk in Different English Teaching Stages in Primary School-11

3.4.1 Lead-in-11

3.4.2 Presentation-13

3.4.3 Practice-14

3.4.4 Sum-up -16

4. Findings and Discussions-18

4.1 The Existing Problems-18

4.1.1 Lacking standardability-18

4.1.2 Lacking comprehensibility-18

4.1.3 Lacking interactivity-18

4.2 An Analysis of the Reasons-18

4.2.1 Not strong professional quality of primary English teachers-18

4.2.2 Not implement the new curriculum reform well-19

4.2.3 No enough preparations for lesson-19

4.3 Strategies for Improving the Quality of the Teacher Talk-19

4.3.1 Strengthening teachers’ language awareness-19

4.3.2 Understanding English teacher talk’ characteristics well-20

4.3.3 Implementing the core student-oriented spirit-20

5. Conclusion-22

5.1 Summary-22

5.2 Limitations-22

5.3 Suggestions-22

References