文档介绍：(1)教师话语量远远大于学生话语量。(2)教师主要使用英语授课,汉语只在为节约课堂时间和避免学生不理解的情况下才出现。(3)教师在课堂上使用的展示性问题的频率远远高于参考性问题。(4)教师为解决与学习者进行交流时的交际困难而使用的三种调整方式中,没有使用澄清请求,理解核实使用频率最高,其次是确认核实。(5)在课堂反馈方面,教师往往对学生的行为予以简单的积极反馈。直接纠错是教师经常采用的纠错方式。从这次调查结果可以发现,本次所调查的英语课堂仍然是以教师为中心的课堂,教师注重讲解,忽视了学生的学习需求,没有发挥学习者在教学过程中的主动性和创造性:不能增加学生在课堂上目标语的输出和使用目标语进行意义协商和双向交际的机会。因而不大利于学生的语言习得。本研究结果为中国语境下的英语课堂教学和教师培训提供了一些启示:(1)转变教师角色并分析学生的需求。(2)适时适量地使用母语。(3)鼓励更多的课堂交互的机会。(4)为学习者创造更加轻松愉快的课堂氛围。(5)T解相关的二语习得理论关键词:教师话语,英语课堂,调查与分析,启示 Abstract The study ofteacher talk(TT)is one crucial part ofclassroom process lotofresearch(,1 991;Allright&Bailey, 1991;Anton,1 999)shows thatTT isvery important,not only anization of the classroom but also for the processes of L2 acquisition. Since 970s,a lotofwestem scholars have made alotofempirical research on ,formany years EFL teaching hasemphasized teaching methodology but ignored the research into the practical process oftheclassroom(杨雪燕,2003).Yet,it was not untilinthelate 990s thatresearchers athome began topay attention many scholars(,1996;曹赛先、黄露,1998;林琼,2000)mainly introduced westem theories or literaturereview about TZ while the empirical studies on features ofTT inEFL classrooms intheChinese context are still scarce. What are the characteristics of TT in EFL classrooms inthe Chinese context?Wrould theEFL classroom context inChina facilitate Chinese learners’acquisition ofEnglish? Forthe reasons mentioned above,the current study aims toexplore the features of TT inEFL classrooms inChina,with the specific purpose to provide some pedagogical suggestions to the Chinese English teachers on what types of TT would be beneficial tolearners’ language acquisition and therefore would be employed inclassroom teaching. The subjects ofthisstudy were two teachers and theirstudents in Hunan Social Works Technical video-recordings and transcriptions,the author investigated and analyzed thecharacteristics ofTT inthefollowing fiveaspects:amount ofTT,amount ofL1inT