Abstract

Teacher talk is the major resources of comprehensible target language input learners are likely to receive in the foreign language classroom teaching. The current study, based on class videotapes of four college English teachers and questionnaires, attempted to investigate and analyze the phenomenon of teacher talk time, questioning pattern, and feedback pattern. The findings showed that although communicative approach and classroom interaction are highly advocated and adopted, one-way communication still dominants class teaching and learning in college English classroom in University of Jinan, class activities are still lack of real communication information. Efforts should be made in the future to enhance teachers’ awareness in this respect and relevant training and evaluation should also be organized.

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