论文英语摘要范文 ABSTRACTTeacher talk is the main method and medium for teachers to conduct theirclassroom teaching. It also reflects the process and approach of classroom teaching（Cheng Xiaotang 2009）。 Nunan （1991: 189） points out that in English classroom,teacher talk is not only a tool for organizing classroom teaching, but also a majorsource of learners comprehensible input of the target language. The quality andquantity of teacher talk influence, to a great extent, the effect of English classroomteaching （Hakansson 1986）。At the beginning of the 1970s, many overseas scholars began to research teachertalk. In the 1980s, most of the researches on teacher talk focused on teachinglanguage. In the 1990s,with increasing knowledge of language acquisition processand the role communication plays in classroom teaching, Teacher Research; wasadvocated by some scholars （Edge & Richards 1998; Crooks 1993） and they havesystematically researched Second Language Classroom in order to further theirunderstanding of teaching and learning. They explored the existing problems insecond language acquisition and make an intensive study of teacher language andbehavior. In recent years, researchers have carried out a number of studies in Chinaconcerning the teaching and learning process in EFL classroom. However, there arefew papers about foreign language teachers, and only several papers involve teachertalk in English classroom teaching. There are fewer papers concerning teacher talk inminority universities. The author intends to provide reference for relevant researchesthrough analyzing and studying the characteristics of teacher talk in minorityuniversities.Four College English teachers are observed in this study. The author builds thestudy on such theories as Input Hypothesis;, Interaction Hypothesis; and OutputHypothesis. Naturalistic inquiry is adopted. The author observes and records theclassroom teaching process and hands out the questionnaires in these four teachers classes respectively. Then the author analyzes the data of the questionnaire by usingSPSS 16.0 and transcribes the classroom audio recording. On the basis of the data,the characteristics of teacher talk are analyzed and described and at the same time,useflil and effective measures are proposed to help improve teacher talk in CollegeEnglish classroom.The study investigates and analyzes teacher talk in College English class fromsuch aspccts as the amount oteacher talk: the percent ol; displa/ questions andreferential questions respectively; teachers interactional modifications and thepercentage of comprehension checks, confirmation checks and clarification requestrespectively; teachers feedback and error treatment.The thesis consists of five chapters. Chapter One is introduction. Researchbackground, purpose and significance of the present study are introduced in this part.The second chapter is literature survey of the studies on discourse analysis andteacher talk which have been conducted at home and abroad. The definition ofteacher talk and theoretical foundation of the study are also involved in this part. InChapter Three the methodology of the study is briefly stated. A detailed descriptionand analysis of teacher talk are made in Chapter Four. The last chapter will draw aconclusion and put forward some suggestions for how to improve English classroomteacher talk.Key words: College English class, teacher talk, teacher talk time,teacher s questions, interactional modification,teacher s feedbackABSTRACTIn college English listening & speaking classrooms, language and other semioticsystems cooperate together to help students construct meaning. It can be reflected inthe design of textbooks and the use of audios, videos and images, etc. Thus, in thisthesis, the theoretical foundation is the theory of multimodal discourse analysis （MDA）derived from Systemic Functional Linguistics and Social Semiotics. The essence ofMDA is that other semiotic resources such as: images, audios, etc. are as important aslanguage in the meaning-making system. Visual Grammar, Acoustical Grammar andthe integrated frameworks of MDA are the main analysis approaches in this thesis.Meanwhile, the results of the teaching investigation and the MDA for textbooksare the practical foundation for the multimodal teaching design, providing feasibleand effective suggestions in this thesis. According to the results, it can be concludedthat students have more or less realized multimodality in this course and argue thatmultimodality should be used in moderation; multimodal classroom activities, socialcontent, etc. should be brought into the class; teachers should remind students to payattention to images, fonts change and other multimodal factors in textbooks.Therefore, when conducting the multimodal teaching design, attention should bepaid to: