英文摘要 |
Based on the teacher training program, this study explores both quality and quantity issues of teacher talk in the student teachers’ classroom including: student teachers’ comprehension on the concept of “ Refined instruction and more practice ” , the investigation on the amount of teacher talk, as well as classroom assessment of student teachers.In second language classroom teaching, teacher talk is highly associated with not only the implementation of teaching tasks but also the target language input that the student is likely to receive and imitate; thus there is no doubt about its impact upon language acquisition. In CSL classroom teaching, although the applied interactive language is mostly the teachers’ native tongue, adjustments made in classroom language are still necessary with regard to speed, vocabulary, and structure due to different teaching context and targets, in order that learners receive comprehensible input. This language adjustment is difficult for novice teachers in teaching. At present, professional teacher training courses only involve pronunciation correction, which is not enough to cover the overall teachers' language training.This study originated from student teachers’ confusion about the proportion of teacher talk and student talk in class. In order to solve the problem, the researcher investigated the quantity of two types of teacher talk, and further explored the issue of “quality” of teacher talk of the student teachers. This research selected 30 in-service teachers and student teachers respectively and obtained the amount and frequency of 15-minute spoken language from both groups of teachers. The data was transcribed into scripts and coded. Significant differences between the two groups have been found regarding quantity of speech, with high proportion of student teachers. It results from their own ability of expression, and improper practice in teaching, which was learned by interpreting the language materials. The details will be explained and the results may serve as references for future teacher training strategies. |