Abstract： This research apply the ways of both questionnaire and interview， and analyze from four parts： lead in， questioning， teachers’ feedback， interactional modification， then the author come up with some suggestions for teachers about improving the effectiveness of middle school English teachers' talk.

Key words： Teacher talk； Classroom efficiency； Middle school

In recent years， in the field of foreign language teaching and research in China， the focus has been shifted from the study of teachers' teaching to the students' learning. In 2017， implementing new English Curriculum Standard has brought new requirement for teacher discourse in English classes. English teacher should pay attention to the establishment situation which is expected to be vivid， close to reality， and meet the need of language we used in normal life.

The analysis of lead in

As the questionnaire result shows ， about half students answer that their teachers lead in time take up 2 to 5 minutes， 23.5% teachers take up less than 2 minutes， and 25.5% take up between 5 to 10 minutes， no teacher spend more than 10 minutes.

Then the auther analyze the correlation between lead in time and student’s grade， it shows that the significance is valid.The author also make a statistics about the expectation that student hope the way the teacher lead in.Most of the students hope their teachers lead in with interest ， only a few of them hope teachers lead in as simple as possible ，and no one hope there is no lead in part at all.

The analysis of questioning

Roles

Questions

Teachers

Students

In an English class ，which type of questioning take more proportion？ Referential questions or

display questions Display questions Display questions

What is your opinion about which type of questioning can improve classroom efficiency？ Why？ Referential questions

Reasons：

1 The answer isn’t unique， so student need to think deeply.

2 Encourage students

to express their own thought Referential questions

Reasons：

1 providing more

opportunities to express.

2 Pay more attention to class because there is no fixed answer in any material.

The analysis of interactional modification talk time

In this research， the author collects the data of the using times in the classroom about interactional modification.

As the result shows， more than half students point that teachers have less than 10 minutes for interactional modification. About 33.3% students consider the time for interactional modification is between 10 minutes to 20 minutes， less than 10% consider the time is between 20 minutes and 30 minutes. From the interview with three students，the author find that they hope they could have more oppertunities to communicate with teachers in classes， through communicating， their questions can be coped， at the same time the students’ mistakes can be corrected， in this way the study efficiency can be raised.

The analysis of teacher feedback

From the questionnaire shows that 37.5% teachers give a feedback with general praise， 35.5% teachers give a feedback with praise and repeat the answer， only 13.7% teachers can give a praise and comments as feedback. As we all known， 13.7% is not enough. Next the author will explore the correlation between grades and types of feedback.

It shows a significant correlation between grade and the type of feedback.

Specific positive feedback contains some more details than some simply words， such as “very good”， “ good answer”， and well done， etc. An effective feedback can help student realize how good or how worse he has made， and what aspects he need to improve.

Therefore teachers should alter their concept of teaching and learn something about how to construct an efficient English classroom.They should try to reduce teachers’ show time in the English classroom and increase the students’ time to fully express themselves. Furthermore， they should have more communication during the class， due to the particularity of the English course， which is a communicative subject， it requires more effective interaction. Finally， more feedback should be given to students， they need those kind of information ，and they can learn a lot from a right feedback.

References：

[1]Barnes， D. Language in the Secondary Classroom [A]. In D. Barnes et al. （eds.） Language， the Learner and the School [C]. Harmondsworth： Penguin， 1969.

[2]Chen.X.Y.（2009） The analyze of discourse in English classes）Shanghai Foreign Language Education Press. （2）： 10-11.

[3]Nunan， D. Language Teaching Methodology： A Textbook for Teachers[M].Englewood Cliffs， Prentice Hall， 1991.

[4]Zhu，H.C & Chen， L.P.（2013）The validation studies of teacher discourse. Journal of Xi’an International Studies University， （2）： 66-69.

[5]Zhou，X.&Zhou，Y.（2002）A survey of teacher talk in college English classroom. Foreign Language Teaching and Research， 59-68.

作者简介：段慧敏，1994年2月27日出生，女，汉族，现就读于西安外国语大学英语教育学院2017级课程与教学论专业，主要研究方向：英语教学论。